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2009 HSC Notes from the Marking Centre – Primary Industries

Contents

Introduction

This document has been produced for the teachers and candidates of the Stage 6 course in Primary Industries. It contains comments on candidate responses to the 2009 Higher School Certificate examination, indicating the quality of the responses and highlighting their relative strengths and weaknesses.

This document should be read along with the relevant syllabus, the 2009 Higher School Certificate examination, the marking guidelines and other support documents which have been developed by the Board of Studies to assist in the teaching and learning of Primary Industries.

Teachers and students are advised that, in December 2008, the Board of Studies approved changes to the examination specifications and assessment requirements for a number of courses. These changes will be implemented for the 2010 HSC cohort. Information on a course-by-course basis is available on the Board’s website.

General comments

Teachers and candidates should be aware that examiners may ask questions that address the syllabus outcomes in a manner that requires candidates to respond by integrating their knowledge, understanding and skills developed through studying the course.

Candidates need to be aware that the mark allocated to the question and the answer space (where this is provided on the examination paper) are a guide to the length of the required response. A longer response will not in itself lead to higher marks. Writing far beyond the indicated space may reduce the time available for answering other questions.

Candidates need to be familiar with the Board’s Glossary of Key Words which contains some terms commonly used in examination questions. However, candidates should also be aware that not all questions will start with or contain one of the key words from the glossary. Questions such as ‘how?’, ‘why?’ or ‘to what extent?’ may be asked or verbs which are not included in the glossary may be used, such as ‘design’, ‘translate’ or ‘list’.

Section II

Question 16

  1. In better responses, candidates identified two factors to consider before spraying, other than the weather. They included the type of organism targeted, neighbouring farms, application equipment used, type of chemicals selected and stage of growth of target organism.
    1. Many candidates correctly identified Tuesday as the best day for spraying.
    2. In stronger responses, candidates provided three reasons for selecting Tuesday. Responses included statements which referred to the wind direction, wind speed or the likelihood of rain.

      In the poorer responses, candidates only listed three reasons without elaboration. The weakest responses only provided one reason for spraying or listed two.

  2. In the stronger responses, candidates were able to list five or six correct items that are required on a spray application record. In weaker responses, some candidates confused the information included on a spray application record with a chemical store inventory.

Question 17

  1. Most candidates listed two important factors a rescuer should consider when assessing an emergency situation.
  2. Many candidates described these factors in detail, but the better responses also included a detailed justification for the choice of factors.
  3. Candidates demonstrated their knowledge of basic first aid by providing features and characteristics of the elements of DRABC. There were many responses that also provided features and characteristics of at least three first aid steps. Weaker responses listed DRABC but did not include discussion of these actions as part of the first aid steps to assist an unconscious person.

Question 18

  1. In many responses, candidates identified three hazards and risks associated with operating a tractor. In weaker responses it was evident that candidates did not fully understand the difference between a hazard and a risk.
  2. In the strongest responses, candidates demonstrated a clear understanding of the ‘hierarchy of control’ and described a number of control measures in order of effectiveness. These were illustrated with industry examples. Weaker responses gave fewer examples of control measures and/or placed them in an incorrect order of effectiveness.
  3. In the best responses, candidates included the correct ordering and justification of control measures and linked them to the hierarchy of control.

    In weaker responses, candidates restated their control measures from part (b) or provided limited justification for their chosen order of effectiveness.

    Some candidates misinterpreted the question and justified the use of a control measure rather than the order of effectiveness for that control measure.

Question 19

  1. In better responses, candidates plotted a line graph with given data. However, fewer candidates correctly used an adequate scale on the axis. Labels were usually well done, but many candidates left off units. In some cases, the heading was omitted.
  2. In better responses, candidates identified the correct MRL crop choice in relation to the plotted graph or table.
  3. In stronger responses, candidates could qualify their choice using quantitative values and link the strawberry MRL to the graphical data.

    In weaker responses, candidates did not relate the MRL to the ‘chemical’ effects it could have on consumption, but rather discussed how harvesting on Day 13 could affect ripening, size of fruit and other aspects unrelated to the question.

Section III

Question 20

In better quality responses, candidates addressed all aspects of this question and described, in detail, characteristics of a successful weed. They were able to identify a comprehensive range of control measures and evaluated their effectiveness within an integrated weed management program.

In poorer responses, candidates tended to list rather than relate characteristics of the weed to its environment. These responses displayed a limited range of knowledge of weed control and/or no measures for implementing an integrated pest management program.

Question 21

In better responses, candidates described in detail the environmental hazards and risks, and used examples such as contamination of water from fencing materials or soil, erosion, disruption of water flow, destruction of habitat, suffering of wildlife and increased sediment in the water. Examples of OHS hazards and risks included tractor roll-overs, crush injuries, manual handling, slip, trip and falls, sunburn, and cuts and abrasions associated with constructing a fence across a creek. Candidates provided a detailed evaluation of the control measures and provided supporting reasons for the use of each method, for both environmental hazards and risks. Examples included minimise soil disturbance, revegetate disturbed areas of the construction site, install erosion control measures, ensure fuel and materials brought onto the site are not used close to the creek edge and are removed at the conclusion of construction, and OHS hazards such as sufficient training, PPE, use of SOPS and maintenance of tools and equipment.

Some responses of poorer quality included a list of hazards and controls but failed to describe them in detail or evaluate the measures.

Question 22

In better responses, candidates related their answer to a specific agricultural enterprise. These responses were detailed, industry-specific and included an evaluation of actions. Examples provided for the sheep industry included sheep graziers alert, management strategies such as shedding, supplementary feeding, changing shearing date, moving to shelter belts, and long-term actions such as tree planting. Better responses discussed the points for and against each of the actions rather than restricting their answer to a description. These responses also provided a discussion of the sources of information available, including examples such as BOM, radio-weather alerts, TV-weather reports and maps.

In poorer responses, candidates listed the sources of information and/or the actions needed to reduce the effects of an extensive weather event.

Some candidates described the effects on the agricultural products rather than discussing the actions needed to reduce the effects of the weather event. Others had difficulty evaluating the actions, and some evaluated the sources of information which was not required in this question.

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