Investigating Science - NSW Education Standards

HIGHER SCHOOL CERTIFICATE EXAMINATION

Sample Questions

Investigating Science

• Readingtime–5minutes• Workingtime–3hours• Writeusingblackpen• Drawdiagramsusingpencil• NESAapprovedcalculatorsmaybeused

Section I – 20 marks(pages3–8)• AttemptQuestions1–20• Allowabout35minutesforthissection

Section II – 80 marks(pages9–20)• AttemptQuestions21–xx• Allowabout2hoursand25minutesforthissection

General Instructions

Total marks: 100

This document shows the layout of the examination paper and provides some sample questions for each of the sections.

The first HSC examination for the new Investigating Science Stage 6 syllabus will be held in 2019.

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The first HSC examination for the new Investigating Science Stage 6 syllabus will be held in 2019.

The Investigating Science examination specifications can be found in the Assessment and Reporting in Investigating Science Stage 6 document.

Questions may require candidates to integrate knowledge, understanding and skills developed through studying the course. The Year 11 course is assumed knowledge for the Year 12 course.

There is no expectation that all of the Year 12 content will be examined each year. The examination will test a representative sample of the Year 12 content in any given year.

The following sample questions provide examples of some questions that may be found in HSC examinations for Investigating Science. Each question has been mapped to show how the sample question relates to syllabus outcomes and content. Answers for the objective-response questions (Section I) and marking guidelines for the short-answer questions (Section II) are provided. The marking guidelines indicate the criteria associated with each mark or mark range.

In the examination, students will record their answers to Section I on a multiple-choice answer sheet and their answers to Section II in the spaces provided on the examination paper.

The sample questions, annotations and marking guidelines provide teachers and students with guidance as to the types of questions to expect and how they may be marked. They are not meant to be prescriptive. Each year the structure of the examination may differ in the number and type of questions, or focus on different syllabus outcomes and content.

Note:

• Comments in coloured boxes are annotations for the purpose of providing guidance forfuture examinations.

• Inthissetofsamplequestions,somestimuliareusedinbothSectionIandSectionII.Thisis to illustrate how the same content area can be examined differently.

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Section I

20 marksAttempt Questions 1–20Allow about 35 minutes for this section

Use the multiple-choice answer sheet for Questions 1–20.

1 Galileo built a device that made it possible for him to see the four largest moons of Jupiter. They are not visible to the naked eye because they are faint and appear very near to the much brighter planet.

What is the scientific basis for the device that Galileo built?

A. The law of refraction of light

B. The theory of electromagnetism

C. The principle of dispersion of light

D. The geocentric model of the solar system

2 In the 18th century, cowpox was a non-fatal disease while smallpox was fatal to about 30 per cent of people who contracted it. Dr Edward Jenner tested the idea that having had cowpox afforded protection against smallpox. Jenner took material from a cowpox sore, and inoculated it into a boy’s arm. Months later, Jenner exposed the boy a number of times to the smallpox virus, but the boy did not develop smallpox. More experiments followed, and, in 1801, Jenner published his discoveries that smallpox could be eliminated through vaccination.

Why would Jenner’s investigation NOT be acceptable in today’s society?

A. The risk to society far outweighs its benefits.

B. Subjecting a child to a deadly virus is unethical.

C. No reliable vaccine can be developed using a single participant.

D. Cowpox is an animal disease and should not be transferred to people.

Question 23 is a short-answer question based on the same stimulus and demonstrates another method of examining similar knowledge and skills.

This is NOT a complete sample examination paper. Seven sample questions are included in this section.

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3 The graph shows the relationship between volume and pressure.

Vol

ume

Pressure

How are the variables related?

A. As pressure is increased, volume decreases at a decreasing rate

B. As pressure is increased, volume decreases at an increasing rate

C. As volume is decreased, pressure increases at a decreasing rate

D. As volume is decreased, pressure increases at an increasing rate

A variety of stimulus material such as text, diagrams, pictures, graphs, photographs and illustrations may be included in questions in Section I. However, stimulus material will only be included when it is essential for answering the question.

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4 The apparatus was set up to investigate the relationship between pressure and volume.

10

9

8

7

6

5

4

3

2

1

0

ON OFF

ZERO

Gas

Mass

Ruler

Cylinder

900.00 g

The ruler is not correctly positioned.

Which row of the table correctly identifies the type of error and its subsequent effect on the calculated volume of gas?

Type of error Subsequent effect

A. Random It would be smaller than the actual volume.

B. Random It would be larger than the actual volume.

C. Systematic It would be smaller than the actual volume.

D. Systematic It would be larger than the actual volume.

Question 21 is a short-answer question based on the same stimulus and demonstrates another method of examining similar knowledge and skills.

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5 An experiment was performed to investigate the effect of temperature on the time it takes for a tablet to dissolve. Five glasses of water of varying temperature were prepared. An effervescent tablet was then dropped into each of the glasses. The table below shows the temperature of each glass of water and the time taken for each of the tablets to dissolve.

Temperature of water(°C)

Time taken to dissolve(seconds)

15 15

20 13

35 9

60 6

80 4

Which graph correctly represents the data from the experiment?

15

00 4 6 9 13 15

0 2 4 6 8 10 12 14 16

20

35

Tem

pera

ture

(°C

)

Time taken (s)

Time taken (s)

Tem

pera

ture

(°C

)

60

80

100

2030

40

50

60

70

80

A.

0 15 20 35 60 80

Tim

e ta

ken

(s)

Temperature (°C)

4

0

6

9

13

15

C.

0 10 20 30 40 50 60 70 80

Tim

e ta

ken

(s)

Temperature (°C)

20

46

8

10

12

14

16B.

D.

Multiple-choice options (A–D) may be presented in different formats, for example, text, numbers, tables, graphs, photographs, diagrams.

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6 The graph shows information related to the consumption of a particular painkiller and death from heart disease in a city.

4000

3000

2000

1000

2000

1500

1000

500

1990 1995

Num

ber

of p

eopl

e ta

king

the

pain

kille

r

Number of people taking the painkiller

Deaths from heart disease

Deaths from

heart disease

Year

2000 2005 2010

Which deduction CANNOT be made from this graph?

A. There is a correlation between taking the painkiller and deaths from heart disease.

B. The number of deaths from heart disease in the city quadrupled from 1990 to 2010.

C. The number of people in the city taking the painkiller more than doubled in the 20 years.

D. The increase in deaths from heart disease was caused by the consumption of the painkiller.

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7 An experiment was conducted to compare the effectiveness of two water treatments for purifying pond water. Three samples of pond water, A, B and C, were collected. Each sample was used to inoculate an agar plate. The plates were incubated at 25°C. The number of visible bacterial colonies on each plate was counted three days later.

Sample A B C

Treatment 5 grams of pool chlorine per litre of

water

Boiling for one minute

No treatment

Number of visible bacterial colonies

0 6 22

Which row of the table correctly identifies an independent variable, a dependent variable,

a control variable and the purpose of Sample C in this experiment?

Independent variable

Dependent variable

Control variable

Purpose of Sample C

A. Quality of pond water

Temperature Number of bacterial colonies

To control the independent and dependent variables

B. Quality of pond water

Number of bacterial colonies

Treatment To ensure that the results reflect the effect of the water treatments

C. Treatment Pond water Temperature To control the independent and dependent variables

D. Treatment Number of bacterial colonies

Temperature To ensure that the results reflect the effect of the water treatments

The question above is targeted at Band 5–6. An alternative question, using the same stimulus, targeted at Band 3–4 is shown below.

What is the purpose of Sample C?

A. To ensure that the experiment can be repeated at a later time

B. To provide control of the independent and dependent variables

C. To improve the accuracy of the count of visible bacterial colonies

D. To ensure that the results reflect the effect of the water treatments

©2017NSWEducationStandardsAuthority

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Please turn over

HIGHER SCHOOL CERTIFICATE

EXAMINATIONSample

Questions

• Answerthequestionsinthespacesprovided.Thesespacesprovideguidancefortheexpectedlengthofresponse.

• Extrawritingspaceisprovidedatthebackofthisbooklet.Ifyouusethisspace,clearlyindicatewhichquestionyouareanswering.

Instructions

80 marksAttempt Questions 21–xxAllow about 2 hours and 25 minutes for this section

Investigating ScienceSection II Answer Booklet

Questions in Section II may contain parts. There will be 20 to 25 items and at least two items will be worth 7 to 9 marks.

This is NOT a complete sample examination paper. Five sample questions (six items) are included in this section.

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Question 21 (3 marks)

The apparatus shown was set up to investigate the relationship between pressure and volume.

10

9

8

7

6

5

4

3

2

1

0

ON OFF

ZERO

Gas

Mass

Ruler

Cylinder

900.00 g

Outline how TWO possible systematic errors could affect this investigation.

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Question 4 is a multiple-choice question based on the same stimulus and demonstrates another method of examining similar knowledge and skills.

3

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An advertisement for a soft drink, featuring a popular athlete, is shown below.

NUTRI

VERY LOW SODIUM 35 mg OR LESS PER 240 ml (8 fl oz)

Nutrition Facts

Not a signigicant source of fat calorie, saturated fat, trans fat, cholesterol, fiber, vitamin A, vitamin C, calcium and iron.

Serving Size 1 canServing Per Container 1Amount Per Serving Calories 140

% Daily Value*Total Fat 0 g 0%Sodium 45 g 2%Total Carbohydrate 39g 13%

Sugars 0gProtein 0g

* Percentage Daily Values are based on a 2000 calorie diet

LOOK GOOD. FEEL

GOOD. DRINK VITA!

Vita!

Why should consumers take a sceptical approach when considering this advertisement?

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A variety of stimulus material such as text, diagrams, pictures, graphs, photographs and illustrations may be included in questions in Section II. However, stimulus material will only be included when it is essential for answering the question.

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In the 18th century, smallpox was fatal to about 30 per cent of people who contracted the disease whereas cowpox was not a fatal disease.

In 1796 Dr Edward Jenner observed that milkmaids who had contracted cowpox in the past did not show any symptoms of smallpox when exposed to it. Jenner tested the idea that having had cowpox afforded protection against smallpox in an experiment involving two children, Sarah and James.

Dr Jenner took material from a cowpox sore on Sarah’s hand and inoculated it into James’s arm. Months later, Jenner exposed James a number of times to the smallpox virus, but James did not develop smallpox. More experiments followed, and, in 1801, Jenner published his discoveries and expressed his hope that smallpox would be eliminated through vaccination.

(a) A commentator argues that parents should have their children fully vaccinated.

Using a scientific argument, justify the commentator’s point of view.

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Question 2 is a multiple-choice question based on the same stimulus and demonstrates another method of examining similar knowledge and skills.

Question 23 continues on page 13

2

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Question 23 (continued)

(b) Evaluate the design of Jenner’s investigation.

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End of Question 23

5

Whenever possible, parts of a question are sequenced in order of difficulty.

An incorrect answer in part (a) will not necessarily preclude students from achieving full marks in part (b).

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It is widely claimed that taking vitamin C tablets can prevent the development of the common cold.

Explain how this claim can be tested using a double-blind, placebo-controlled investigation.

You may assume that the necessary approvals to conduct the investigation have been obtained and that the safety of the participants has been considered.

This additional information is included so that students are aware they do not need to address the issues as part of their response.

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End of Question 24

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An investigation was carried out to disprove the hypothesis that a single model can be used to express the relationship between voltage and the current flowing through any resistor.

The resistors used for the investigation were an incandescent light globe and a wire-wound resistor encased in a ceramic block. The resistive component of both of these devices consisted of a thin, coiled wire.

The measurements taken for each resistor are tabulated below.

Incandescent light Wire-wound resistor

Current (A) Voltage (V) Current (A) Voltage (V)

0 0 0 0

0.5 0.2 0.5 5

1 1 1.0 10

1.5 2.4 1.5 15

2 4.5 2.0 20

2.5 7.2 2.5 25

Analyse the investigation to determine whether the hypothesis is rejected. In your answer, refer to graphical evidence and features of validity, reliability and accuracy to strengthen your conclusion.

Some questions in this section may require students to express their answers in particular formats such as text, tables, diagrams and calculations, or in a combination of these formats.

In some cases, a question may not specify the requirement of a diagram or other material. However, students may use these to support their answer.

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End of sample questions

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Section II extra writing space

If you use this space, clearly indicate which question you are answering.

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©2017NSWEducationStandardsAuthority

Section II extra writing space

If you use this space, clearly indicate which question you are answering.

– 1 –

HSC Investigating Science Sample Questions Marking Guidelines

Section I

Multiple-choice Answer Key

Question Answer

1 A 2 B 3 A 4 C 5 B 6 D 7 D

NESA HSC Investigating Science Sample Questions Marking Guidelines

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Section II

Question 21

Criteria Marks

• Outlines how TWO possible systematic errors could affect the investigation 3

• Outlines how ONE possible systematic error could affect the investigation OR • Provides TWO possible systematic errors

2

• Provides some relevant information 1

Sample answer:

If the end of the ruler, rather than the zero mark, were used in measuring the length of the trapped gas in the cylinder, the measured length would always be less than the true length and so the calculated volume of gas would always be smaller than the actual volume. If the balance were not zeroed, the readings could be consistently higher or lower than the true mass, depending on whether the zero error was positive or negative.

Answers could include:

The effect of friction between the piston and the cylinder. Question 22

Criteria Marks

• Shows a thorough understanding of why consumers should take a sceptical approach 3

• Provides feature(s) of the advertisement that justifies consumers taking a sceptical approach 2


Sample answer:

The advertisement markets the soft drink by creating perceptions based on emotions (image of a healthy and active bike rider) and cherry-picked facts (‘Look good Feel good’). No objective data about the product such as nutritional information is provided for consumers to make an informed judgement. The athlete is likely to have been paid to endorse the product and so consumers should treat any positive claims as having low credibility and validity.


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Question 23 (a)

Criteria Marks

• Justifies the viewpoint using a scientific argument 2 • Provides some relevant information 1

Sample answer:

Since vaccines are never 100% effective or 100% safe, there is a benefit, called ‘herd immunity’, to people who are not protected if the majority of the population is successfully vaccinated. Question 23 (b)

Criteria Marks

• Makes an informed judgement (implicitly or explicitly) about the design of Jenner’s investigation

• Shows thorough knowledge and understanding of the ethical, safety, validity and reliability considerations associated with the investigation

5

• Makes some judgement (implicitly or explicitly) about the design of Jenner’s investigation

• Shows sound knowledge and understanding of the ethical and safety considerations associated with the investigation

• Shows sound understanding of validity and/or reliability considerations

4

• Shows some understanding of ethical and/or safety and/or validity and/or reliability considerations associated with the investigation 2–3


Sample answer:

Jenner needed to improve his investigation in the areas of validity, reliability, safety and ethical considerations.

Validity: There were no control patients, ie patients who went through the inoculation process without any matter from the cowpox sore. This would ensure that it was actually the matter from the sore that caused the immunity and not the inoculation process. Having control patients would mean that people would be exposed to a potentially fatal disease. Today we would carry out many trials on various mammalian species and only bring in human subjects when we were sure that the procedure would protect or if we were in the middle of a devastating epidemic.

Reliability: Jenner carried out his trial on one individual. To improve reliability the trial should have been carried out on many participants.

Risk assessment: Exposing people to smallpox would almost certainly result in their developing smallpox which would lead to disfigurement and probably death. While this risk was probably considered worthwhile at the time, a full risk assessment would need to be carried out today.

Ethics: Using a child (rather than an adult) brings up the issue of consent. Is a child able to give consent? Did Jenner ask for parental consent? Deliberately infecting a person with a virus known to cause a fatal disease would never be considered acceptable today. Many tests on other mammals would be expected before human testing would take place.


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Question 24

Criteria Marks

• Shows thorough understanding of planning an investigation that takes into account validity and reliability

• Shows thorough understanding of how a double-blind investigation can be carried out in this scenario

• Shows thorough understanding of how to handle samples, gather data and analyse results in this placebo-controlled investigation

7

• Shows sound understanding of planning an investigation that takes into account validity and/or reliability

• Shows sound understanding of how a double-blind investigation can be carried out in this scenario

• Shows sound understanding of how to handle samples, gather data and analyse results in this placebo-controlled investigation

6

• Shows thorough understanding of how a placebo-controlled investigation can be carried out in this scenario with some consideration of validity and/or reliability

OR • Shows thorough understanding of how a double-blind investigation can be

carried out in this scenario with some consideration of validity and/or reliability

OR • Shows sound understanding of how a double-blind, placebo-controlled

investigation can be carried out in this scenario

4–5

• Shows some understanding of planning an investigation and/or double-blind investigations and/or placebo-controlled investigations 2–3


Sample answer:

Enlist a sufficiently large number of people into the investigation to ensure that the results would be statistically meaningful.

Prepare bottles containing either vitamin C or the placebo (inert substance). Each bottle should have enough tablets to last the planned duration of the investigation period. It would be important that the vitamin C and the placebo be presented so that a person taking or dispensing either had no way of telling which they were taking.

Label the bottles with a number sequentially and use the number to identify which substance the bottle contains. The bottles are then given to people (say doctors) who dispense them to the people who are the subjects of the trial. The doctors record the number on the bottle and the names of the subjects receiving each bottle.

The subjects take the tablets for the duration of the trial and record whether they develop any colds. The duration needs to be the same for both groups. It would probably need to be a long time to cover ‘cold season’ when people are more likely to get colds. One uncontrolled variable is exposure to viruses. Possibly one way to reduce this effect is to have all the participants working under similar conditions, eg all office workers, all school teachers.

Because neither the doctors nor the subjects of the trial know whether they are getting a placebo or the vitamin C, this is a double-blind investigation.


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At the end of the trial period, the doctors would send back the data. This data would include the identifying number from the bottle and how many colds the person taking the tablets recorded during the investigation period. The number of colds reported by the people taking the vitamin C would then be compared with the number reported by the people taking the placebo to determine whether taking vitamin C resulted in significantly fewer people getting colds. Question 25

Criteria Marks

• Provides a thorough analysis of the investigation • Draws correct and clearly labelled graphs for the two sets of data • Makes an informed judgement about whether the hypothesis is rejected • Refers to features of validity, reliability and accuracy

9

• Draws correct and clearly labelled graphs for the two sets of data • Determines whether the hypothesis is rejected based on analysis of the

investigation • Refers to features of at least two of these areas: validity, reliability and

accuracy

7–8

• Draws correct graphs for the two sets of data • Provides some analysis of data and/or the investigation • Refers to features of validity and/or reliability and/or accuracy

5–6

• Draws correct graphs for the two sets of data AND/OR • Provides some analysis of the data and/or investigation and/or features of

validity and/or reliability and/or accuracy

3–4

• Provides some relevant information about the hypothesis and/or the data and/or the investigation and/or validity and/or reliability and/or accuracy 1–2

Sample answer:

The graph shows that the voltage across the wire-wound resistor is directly proportional to the current through it. The gradient of the graph is 10 volts/ampere. Within the range of the measured data, the equation V = 10I models the relationship and can be used to predict interpolated and extrapolated values. The data for the incandescent light globe shows a non-linear relationship in which the voltage increases at an increasing rate as the current increases. Support of a hypothesis requires that each test undertaken supports the hypothesis. Just one case of data not supporting the hypothesis means that the hypothesis must be rejected. Hence this hypothesis is rejected as different mathematical models are required for the two sets of data and hence to make predictions.


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The reliability of the investigation can be improved by replicating the measurements and achieving comparable results. Assuming that the meters were correctly calibrated, repetition could be carried out using other resistors of each type with the same nominal values as each of those used to collect this data.

The validity of the investigation can be improved by ensuring the suitability of the controlled variables, eg making sure that the type of wire used is the same for both experiments and the gauge (thickness) of the wires is the same, as these factors will affect the resistance of the wires. The readings should also be taken at the same time intervals as the longer the current flows through the wires, the hotter they become and this too will affect the resistance of the wires.

Accuracy can be established by testing that the meters are zeroed and calibrated. The validity and accuracy of the relationships could be improved by replicating the experiment and increasing the number of data points within the current range already used to confirm that the interpolated data fits the model deduced. The models could be further tested by extrapolating the range of the independent variable and measuring the corresponding voltages.

NESA HSC Investigating Science Sample Questions Mapping Grid

– 1 –

HSC Investigating Science Sample Questions Mapping Grid

Section I

Question Marks Content Syllabus outcomes Targeted performance

bands

1 1 Mod 6: A Continuous Cycle INS12–13 2–3

2 1 Mod 8: Regulation of Scientific Research INS11/12–5 2–3

3 1 Mod 5: Practical Investigations to Obtain Primary Data

INS11/12–5 2–3

4 1 Mod 6: Scientific Investigation and Technology

INS11/12–2 3–4

5 1 Mod 5: Practical Investigations to Obtain Primary Data

INS11/12–4, INS11/12–2 3–4

6 1 Mod 7: Evidence-based analysis INS11/12–5, INS11/12–6 4–5

7 1 Mod 5: Reliability and Validity INS11/12–2, INS12–12 5–6

Section II

Question Marks Content Syllabus outcomes Targeted performance

bands

21 3 Mod 6: Scientific Investigation and Technology

INS11/12–2 2–4

22 3 Mod 7: Reading Between the Lines INS11/12–5, INS12–14 2–4

23 (a) 2 Mod 8: Influence of Economic, Social and Political Forces on Scientific Research

INS12–15 2–3

23 (b) 5 Mod 5: Reliability and Validity

Different Types of Scientific Investigations

Mod 8: Regulation of Scientific Research

INS11/12–2, INS12–12, INS12–15

2–6

24 7 Mod 7: Testing claims

Mod 7: Impacts on Investigations

INS11/12–2, INS11/12–6, INS11/12–7, INS12–14

2–6

25 9 Mod 5: Reliability and Validity

Mod 7: Testing claims

INS11/12–1, INS11/12–2,

INS11/12–4, INS11/12–5,

INS11/12–6, INS12–14

2–6

Investigating Science - NSW Education Standards

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