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Introduction .................................................................................................... 3
Sample Questions
–2–
Introduction
The first HSC examination for the new Earth and Environmental Science Stage 6 syllabus
will be held in 2019.
The syllabus and related assessment materials are available on the syllabus page of the
NESA website.
The Assessment and Reporting in Earth and Environmental Science Stage 6 document
provides the Earth and Environmental Science HSC examination specifications. The Earth
and Environmental Science – Sample examination materials document indicates the layout
and format of the HSC examination and provides examples of questions that may be found in
HSC examinations, with annotations.
This document, Earth and Environmental Science – Additional sample examination
questions, provides additional examples of questions that may be found in HSC examinations
for Earth and Environmental Science. The document comprises new questions, as well as
questions that have been published in the sample examination materials and some questions
that have been drawn from previous HSC examinations.
The document has been developed to assist teachers to:
• create sample HSC examination papers
• prepare revision exercises
• model question design
• consolidate understanding of the syllabus.
The sample questions are arranged by module. Examples of both objective-response
questions and short-answer questions for each of the modules, Earth’s Processes, Hazards,
Climate Science and Resource Management, are provided.
Each sample question has been mapped to show how the question relates to content,
syllabus outcomes and bands. Questions may require candidates to integrate knowledge,
understanding and skills from different content areas. Each question is mapped to the main
content area(s) being assessed but may be relevant to one or more content areas. When
a question has been mapped to multiple content areas, it has been placed under the topic
deemed to be most relevant.
Answers for the objective-response questions and marking guidelines for the short-answer
questions are also provided. The sample questions, sample answers and marking guidelines
provide teachers and students with guidance as to the types of questions that may be included
in the examination and how they may be marked. They are not meant to be prescriptive.
Note:
• In this set of sample questions, some stimulus material is used in more than one question.
This illustrates how the same content area can be examined in different ways.
• The new Earth and Environmental Science Stage 6 syllabus includes content areas that
were also part of previous syllabuses. Where this occurs, teachers and students may still
refer to past HSC examination papers for examples of other types of questions that are
relevant.
• In this document, ‘Bands’ means the performance bands targeted by the question.
–3–
Question List
* denotes a multiple-choice question
Mod 5 – 13* 1 Mod 5 Fossil Formation and Stratigraphy ESS12–4, EES12–12 3–4
Mod 5 – 14* 1 Mod 5 Fossil Formation and Stratigraphy ESS12–5, EES12–12 3–4
Mod 5 – 15* 1 Mod 5 Fossil Formation and Stratigraphy ESS12–4, EES12–12 5–6
Mod 5 – 16* 1 Mod 5 Fossil Formation and Stratigraphy EES12–4, EES12–12 4–5
Mod 5 – 17* 1 Mod 5 Fossil Formation and Stratigraphy EES12–5, EES12–12 5–6
Mod 5 – 18* 1 Mod 5 Fossil Formation and Stratigraphy EES12–6, EES12–12 5–6
Mod 5 – 19* 1 Mod 5 Fossil Formation and Stratigraphy EES12–6, EES12–12 5–6
–4–
Mod 5 Plate Tectonic Supercycle
EES12–6, ESS12–7,
Mod 6 Geological Natural Disasters
Mod 5 – 25 6 EES12–12, 2–6
Mod 7 Natural Processes of Variations in
ESS12–13, EES12–14
Climate
ESS12–4, ESS12–5,
Mod 5 – 26 4 Mod 5 Plate Tectonic Supercycle 2–6
ESS12–6, EES12–12
EES12–2, EES12–6,
Mod 5 – 27 4 Mod 5 Fossil Formation and Stratigraphy 2–5
EES12–7, EES12–12
Module 6 Hazards
Question Marks Content Syllabus Outcomes Bands
–5–
Mod 6 Prediction and Prevention of
Mod 6 – 18 3 EES12–13 2–4
Natural Disasters
Mod 6 Prediction and Prevention of
Mod 6 – 19 3 EES12–13 2–4
Natural Disasters
Mod 6 Hazards EES12–4, EES12–5,
Mod 6 – 20 7 Mod 7 Climate Science EES12–7, EES12–13, 2–6
Mod 8 Resource Management EES12–14, EES12–15
–6–
Mod 8 – 6* 1 Mod 8 Sustainability EES12–15 3–4
Mod 8 Using Australia’s Natural Resources
Mod 8 – 7 (a) 3 EES12–15 2–4
Mod 8 Sustainability
Mod 8 – 7 (b) 4 Mod 8 Sustainability EES12–15 2–5
Mod 8 – 8 (a) 1 Mod 8 Using Australia’s Natural Resources EES12–5, EES12–15 3–4
Mod 8 – 8 (b) 3 Mod 8 Using Australia’s Natural Resources EES12–6, EES12–15 3–5
EES12–2, EES12–4,
Mod 8 – 9 (a) 2 Mod 8 Waste Management 2–4
EES12–15
Mod 8 – 9 (b) 2 Mod 8 Waste Management EES12–2, EES12–15 2–4
Mod 8 Waste Management EES12–5, EES12–6,
Mod 8 – 9 (c) 2 3–5
Mod 8 Sustainability EES12–7, EES12–15
EES12–5, EES12–7,
Mod 8 – 10 7 Mod 8 Sustainability 2–6
EES12–15
–7–
Module 5 Earth’s Processes
Mod 5 – Question 1
Which of the following lists the areas in which Cambrian metazoans benefited from the
evolution of hard body parts?
Mod 5 – Question 2
Harold Urey and Stanley Miller conducted experiments on prebiotic Earth in 1953 using
special equipment.
A. Peptides
B. Nucleotides
C. Amino acids
D. Simple sugars
–8–
Mod 5 – Question 3
Mod 5 – Question 4
Terrestrial plants, amphibians and reptiles all evolved from ancestors that lived in an aquatic
environment.
Which adaptation did all three groups need in order to live successfully in a terrestrial
environment?
A. A skeletal system for support
B. An egg with a shell to prevent drying out
C. A system of cellular respiration that used oxygen
D. An external covering to reduce the loss of water from tissues
Mod 5 – Question 5
A. Volcanic eruptions
B. Lightning striking Earth
C. Decaying primitive plants and animals
D. Photosynthesis in organisms living in water
–9–
Mod 5 – Question 6
The graph shows an estimate of the percentage of oxygen in Earth’s atmosphere over time.
% Oxygen
20
15
10
5
0
4000 3500 3000 2500 2000 1500 1000 500 0
Million years before present (Ma BP)
During which stage were most of the Australian banded iron formations produced?
A. Stage 1
B. Stage 2
C. Stage 3
D. Stage 4
Mod 5 – Question 7
– 10 –
Mod 5 – Question 8
The flow chart shows a sequence of events that occurred during Earth’s history.
Anaerobic prokaryotes
Which of the following correctly matches the events in the table with the letters W, X, Y and Z
in the flow chart?
– 11 –
Mod 5 – Question 9
To develop a model to represent the plate tectonic supercycle, it would be necessary to include
– 12 –
Mod 5 – Question 10
Stage 3
Stage 4
Stage 2
Stage 5
Stage 1
Which stage of the model best represents the formation of a rift valley?
A. Stage 2
B. Stage 3
C. Stage 4
D. Stage 5
– 13 –
Mod 5 – Question 11
Mod 5 – Question 12
A. Cross-cutting
B. Fossils
C. Inclusions
D. Radiometric
– 14 –
Mod 5 – Question 13
1
Carbon-14 has a half-life of 5730 years. Charcoal removed from beneath a lava flow has the
8
amount of carbon-14 as a living tree.
A. 2865 years
B. 11 460 years
C. 17 190 years
D. 45 840 years
Mod 5 – Question 14
O
M
A. N, M, O, L
B. N, O, M, L
C. L, O, M, N
D. L, M, N, O
– 15 –
Mod 5 – Question 15
Which isotope is the best choice for dating a rock that was formed in the Cambrian period?
A. Carbon-14
B. Iodine-129
C. Uranium-235
D. Rubidium-87
– 16 –
Mod 5 – Question 16
Layer
KEY
1 Granite
2 Basalt
3 Conglomerate
4 Sandstone
5 Limestone
6 Gneiss
8
9
10
Which row in the table correctly identifies a dating technique for determining the ages of both
Layer 4 and Layer 9 in this stratigraphic column?
Layer 4 Layer 9
A. Absolute dating of layers Relative dating with fossils
above and below
B. Absolute dating of layers Absolute dating of layers
above and below above and below
C. Relative dating with fossils Relative dating with fossils
D. Relative dating with fossils Absolute dating of layers
above and below
– 17 –
Mod 5 – Question 17
Image 1 Image 2
Image 3 Image 4
Which row of the table matches each fossil image with its correct type of fossilisation?
– 18 –
Mod 5 – Question 18
Based on stable isotopic evidence, which of the following can be inferred to have existed
approximately 3.8 × 109 years ago?
A. Ediacaran fauna
B. Photosynthetic algae
C. Prokaryotic cyanobacteria
D. Bacteria-like cells lacking nuclei
– 19 –
Mod 5 – Question 19
60 Ma BP
KNOWN Key
AGES
Dolerite
Basalt
Tuff
300 Ma BP
Shale
Devonian Sandstone
Siltstone
Cambrian
350 Ma BP
What is the best estimate of the age of a fossil found in the sandstone?
A. Permian
B. Carboniferous
C. Older than 300 Ma BP
D. Younger than 60 Ma BP
– 20 –
Mod 5 – Question 20 (4 marks)
Using examples, explain why models are useful for studying the development of 4
Earth.
Mapping grid
Content Syllabus outcomes Bands
Mod 5 Development of the Biosphere EES12–6, EES12–12 2–5
Mod 5 Plate Tectonic Supercycle
Mod 5 Fossil Formation and Stratigraphy
Marking guidelines
Criteria Marks
• Explains why models are useful for studying the development of Earth
4
using relevant examples
• Identifies the main features of a model
3
• Outlines examples which use models to study the development of Earth
• Identifies the main features of a model
OR
2
• Outlines an example which uses a model to study the development of
Earth
• Identifies a feature of a model 1
Sample answer:
A model is a representation of an idea, an object, a process or a system. It can be used
to describe and explain phenomena that cannot be experienced directly. For example,
3D images based on limited evidence such as a few fossil bones, can be constructed
to study extinct organisms. Since the features are interpreted, the model gives a better
understanding of extinct organisms.
Models may also be constructed to study the plate tectonic supercycle. Using the models,
simulations may be designed to explain key concepts and processes, and explore the effect
of the plate tectonic supercycle on large-scale phenomena.
– 21 –
Mod 5 – Question 21 (5 marks)
Sample answer:
It showed that complex molecules, including amino acids, could have been generated
from simple molecules in the environment that existed on early Earth. Amino acids are the
building blocks of proteins, which in turn are necessary for life on Earth.
Sample answer:
The idea of panspermia is that life on Earth originated from microorganisms or chemical
precursors of life present in outer space. Life was initiated when a suitable environment was
reached. The fact that amino acids have been found on meteorites suggests that amino
acids, which are necessary for life on Earth, could have been brought to early Earth. It also
suggests that amino acids could have been formed in a variety of conditions, and not just
those present on Earth.
– 22 –
Mod 5 – Question 22 (6 marks)
(a) Draw a labelled diagram to show the atmospheric composition of early Earth 3
and the atmospheric composition after evolution of the biosphere.
(b) Explain changes that occurred in the geosphere and hydrosphere as a result of 3
the evolution of the biosphere.
– 23 –
Question 22 (continued)
KEY
Oxygen
Carbon dioxide
Nitrogen
The increase in dissolved oxygen allowed oxygen to react with dissolved iron forming
insoluble iron oxide. The iron oxide settled on the ocean floor to form banded iron formations
in the geosphere.
End of Question 22
– 24 –
Mod 5 – Question 23 (4 marks)
What do banded iron formations reveal about the evolution of the atmosphere? 4
Mapping grid:
Content Syllabus outcomes Bands
Mod 5 Changes in the Geosphere, Atmosphere EES12–7, EES12–12 2–5
and Hydrosphere
Marking guidelines:
Criteria Marks
• Relates the formation of banded iron to the change in concentration of
4
oxygen in the atmosphere
• Outlines the formation of banded iron
3
• Links banded iron to the concentration of oxygen in the atmosphere
• Outlines the formation of banded iron using oxygen 2
• Provides some relevant information 1
Sample answer:
Banded iron gives us information about how oxygen concentrations in the atmosphere came
about:
This resulted in the build-up of oxygen in the water, which then escaped into the
atmosphere.
– 25 –
Mod 5 – Question 24 (4 marks)
The graph shows an estimate of the percentage of oxygen in Earth’s atmosphere over 4
time.
% Oxygen
20
15
10
5
0
4000 3500 3000 2500 2000 1500 1000 500 0
Million years before present (Ma BP)
Based on the diagram provided, during which stage were most Australian banded iron
formations produced? Justify your answer.
Mapping grid:
Content Syllabus outcomes Bands
Mod 5 Changes in the Geosphere, Atmosphere EES12–4, EES12–5, 2–5
and Hydrosphere EES12–6, EES12–12
Marking guidelines:
Criteria Marks
• Identifies the correct stage
• Shows knowledge of atmospheric oxygen and banded iron formations
4
• Relates the presence of oxygen to banded iron formations
• Refers to the diagram
• Identifies the correct stage
• Shows some knowledge of atmospheric oxygen and banded iron
3
formations
• Refers to the diagram
• Shows some knowledge of atmospheric oxygen and/or banded iron 2
• Provides some relevant information 1
– 26 –
Question 24 (continued)
Sample answer:
Stage 2
Once the available iron salts had reacted to form sediments, the oxygen that the
cyanobacteria produced remained dissolved in the oceans until the concentration of oxygen
became too great and the excess oxygen was released into the atmosphere.
The first occurrence of oxygen in the atmosphere indicates the end of the deposition of the
banded iron formations.
End of Question 24
– 27 –
Mod 5 – Question 25 (6 marks)
Complete the table to explain how the plate tectonic supercycle contributes to each of 6
the large-scale phenomena.
Climate change
– 28 –
Question 25 (continued)
Mapping grid:
Content Syllabus outcomes Bands
Mod 5 Plate Tectonic Supercycle EES12–6, EES12–7, 2–6
Mod 6 Geological Natural Disasters EES12–12, EES12–13,
Mod 7 Natural Processes of Variations in Climate EES12–14
Marking guidelines:
Criteria Marks
• Explains how the supercycle contributes to all THREE phenomena 6
• Explains how the supercycle contributes to TWO phenomena
5
• Outlines how the supercycle contributes to the other phenomenon
• Explains how the supercycle contributes to TWO phenomena 4
• Explains how the supercycle contributes to a phenomenon
3
• Outlines how the supercycle contributes to another phenomenon
• Explains how the supercycle contributes to a phenomenon
OR 2
• Links the supercycle to two phenomena
• Provides some relevant information 1
Sample answer:
End of Question 25
– 29 –
Mod 5 – Question 26 (4 marks)
‘The plate tectonic supercycle may have driven the evolution of life on Earth.’ 4
Mapping grid:
Content Syllabus outcomes Bands
Mod 5 Plate Tectonic Supercycle ESS12–4, ESS12–5, 2–6
ESS12–6, EES12–12
Marking guidelines:
Criteria Marks
• Makes an informed judgement about the role of the plate tectonic
supercycle in the evolution of life 4
• Supports argument with sound scientific understanding
• Makes a judgement about the role of the plate tectonic supercycle in the
evolution of life 3
• Supports argument with sound scientific understanding
• Outlines the plate tectonic supercycle
OR 2
• Outlines evolution of life on Earth
• Provides some relevant information 1
Sample answer:
Plate movements are responsible for hydrothermal vents on the ocean floor. Near a plate
boundary, seawater can seep into cracks, where magma heats it to hundreds of degrees,
ejecting the hot water back into the ocean. Hydrothermal vents are home to diverse
ecosystems, and some scientists have suggested that similar vents gave rise to the first life
on Earth.
The supercycle creates volcanoes and hot springs that release gases into the atmosphere,
causing a natural greenhouse effect. Earth’s stable temperature allows liquid water to exist
and creates favourable conditions for life.
The plate tectonic supercycle involves continual creations and destruction of Earth’s crust.
Uplift, erosion and volcanism refresh soil, allowing nutrient cycling to occur. Without large
scale cycles, life would become extinct.
– 30 –
Mod 5 – Question 27 (4 marks)
The photograph shows a coal seam with a fossiliferous marine sandstone 30 cm below 4
the coal and a zircon-bearing tuff layer immediately above the top layer.
coal seam
Use a flow chart to show how the age of the coal seam can be determined. You may
assume that the outcrop is accessible and appropriate technologies are available for
the investigation.
Mapping grid:
Content Syllabus outcomes Bands
Mod 5 Fossil Formation and Stratigraphy EES12–2, EES12–6, 2–5
EES12–7, EES12–12
Marking guidelines:
Criteria Marks
• Uses a logical and comprehensive flow chart to show the steps for dating
4
the coal seam
• Provides a flow chart that shows the main steps for dating the coal seam 3
• Identifies some steps for dating the coal seam 2
• Provides some relevant information 1
– 31 –
Question 27 (continued)
Sample answer:
Examine marine
Collect a sample Collect a sample
sandstone for
of coal of tuff
fossils
End of Question 27
– 32 –
Module 6 Hazards
Mod 6 – Question 1
The map shows the locations of four earthquakes L, M, N and O that occurred late in 2012.
M N
O L
– 33 –
Mod 6 – Question 2
– 34 –
Mod 6 – Question 3
Brightly coloured sunrises and sunsets were seen for several years after the 1991 eruption of
Mount Pinatubo in the Philippines.
Mod 6 – Question 4
Where is a deep focus earthquake most likely to occur on the Australian–Indian Plate?
A. At the centre of the Sydney Basin
B. At the continental margin east of New South Wales
C. At the subduction zone along the northern plate boundary
D. At the mid-oceanic ridge along the southern plate boundary
– 35 –
Mod 6 – Question 5
Mod 6 – Question 6
Which diagram correctly represents the distribution and depth of earthquake foci at the
subduction zone (dash line)?
A B C D
Depth of earthquake focus
0–100 km 101–300 km 301–500 km 501+ km
– 36 –
Mod 6 – Question 7
28
10
1000
6
99
972
988
980
© Bureau of Meteorology
Which natural disaster would this weather system be most likely to cause?
A. Drought
B. Inland flooding
C. Coastal bushfires
D. Severe coastal storms
– 37 –
Mod 6 – Question 8
Which product of a large Plinian volcanic eruption, such as the Mt Pinatubo eruption in 1991,
would have a cooling effect on global climate for the longest period of time?
Mod 6 – Question 9
– 38 –
Mod 6 – Question 10
The impact of earthquakes that can cause natural disasters has resulted in the development of
technologies such as ground movement detectors and tsunami wave detectors.
– 39 –
Mod 6 – Question 11 (9 marks)
Answer parts (a)–(c) in relation to ONE specific natural disaster associated with
tectonic activity.
(a) Outline TWO features of the named natural disaster associated with tectonic 2
activity.
(b) Explain the tectonic movement or process that resulted in this disaster. 3
(c) Justify TWO possible ways of minimising the effects of this type of natural 4
disaster in the future.
Sample answer:
Japanese Earthquake 2011 – This disaster resulted in ground motion that caused some
damage to the built environment but the largest impact of the resulting tsunami was the
devastation of many coastal communities with wide scale flooding and destruction of the
environment.
– 40 –
Question 11 (continued)
End of Question 11
– 41 –
Mod 6 – Question 12 (5 marks)
The table gives information on the depth and location of five earthquakes near the
Tonga Trench in the south-west Pacific Ocean.
(a) The positions of five additional earthquakes have been plotted on the graph. 2
Complete the graph by plotting the positions of the earthquakes given in the
table.
0 Sea floor
X X
100
X
X
200
Focus depth (km)
X
300
400
500
600
700
– 42 –
Question 12 (continued)
(b) Using the information from part (a), construct a detailed labelled cross-section 3
to illustrate the tectonic process occurring at the Tonga Trench.
Longitude (°W)
180 170
0
Focus depth (km)
700
– 43 –
Question 12 (continued)
Sample answer:
0 Sea floor
X X
100
X
X
200
Focus depth (km)
X X
300
X
400
X
500
X
600
X
700
– 44 –
Question 12 (continued)
Sample answer:
Longitude (°W)
180 Tonga Trench 170
0 Sea floor
Australian Plate Pacific Plate
KEY
Focus depth (km)
Direction
of motion
e
on
z
ff
Sea level
nio
Be
Subducted plate
700
End of Question 12
– 45 –
Mod 6 – Question 13 (3 marks)
Complete the following table to show the cause and physical impact of each climatic 3
phenomenon in Australia.
Drought
Bushfire
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Impact of Natural Disasters on the EES12–7, EES12–13 2–4
Biosphere
– 46 –
Question 13 (continued)
Marking guidelines:
Criteria Marks
• Correctly completes the table to show causes and physical impacts 3
• Provides some causes and/or physical impacts 2
• Provides some relevant information 1
Sample answer:
End of Question 13
– 47 –
Mod 6 – Question 14 (9 marks)
Answer this question with reference to the case study that you carried out to investigate 9
one volcanic eruption that had a significant effect on the biosphere and atmosphere.
Contrast the short-term impact and longer-term impact of the volcanic eruption on
both the biosphere and atmosphere.
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Impact of Natural Disasters on the EES12–3, EES12–6, 2–6
Biosphere EES12–13
Marking guidelines:
Criteria Marks
• Shows a comprehensive knowledge and understanding of both the short-
term impact and longer-term impact on the biosphere and atmosphere
9
• Clearly shows how the short-term impact and longer-term impact are
different
• Shows a sound knowledge and understanding of both the short-term
impact and longer-term impact on the biosphere and/or atmosphere
7–8
• Provides some indication of how the short-term impact and longer-term
impact are different
• Outlines some short-term impact and some longer-term impact of the
5–6
volcanic eruption on the biosphere and/or atmosphere
• Outlines some short-term and/or longer-term impact of the volcanic
3–4
eruption on the biosphere and/or atmosphere
• Provides some relevant information about the volcanic eruption 1–2
– 48 –
Question 14 (continued)
Sample answer:
Name of volcanic eruption: Mount St Helens
The short-term impact of the eruption was very destructive. The eruption released millions
of tonnes of ash and other materials into the atmosphere. The flows of superheated gas and
rock debris killed an enormous number of living things in a huge area around the volcano.
57 people died (mainly of asphyxiation), hundreds of square kilometres of forest were
destroyed, thousands of large game animals and millions of fish, birds and insects were
killed within the first few hours of the eruption.
The initial landslide caused the north side of the volcano to collapse. As soon as this
collapse happened the release of pressure over the magma chamber resulted in a plume of
ash rising nearly 20 km into the sky. This plume of ash travelled throughout the immediate
area and resulted in complete darkness up to 250 km away from the volcano.
The ash and fine particles remained suspended in the atmosphere and eventually rained
down on surviving trees. The ash settled on leaves and reflected much of the light, which
reduced the amount of photosynthesis, often resulting in trees and smaller plants dying
months after the eruption.
The increased amount of volcanic ash in the atmosphere also reduced light absorption and
atmospheric temperatures for several months.
In contrast, the longer-term impact was far more positive. The deposition of vast areas of
volcanic ash, while initially blocking rivers, causing flooding and destruction of crops and
livestock, has resulted in an increase in the fertility of the soil.
Many animal and plant species have been able to recolonise areas that were destroyed.
Since they have not had their usual predators, they have repopulated, are healthy and are
reproducing. For example, lupins, which can grow in nitrogen-low soils, have been a very
successful recoloniser.
A number of smaller animals – particularly those that burrow – survived the eruption. They
have also flourished due to the lack of larger predators.
The rock debris and plumes of ash that initially caused much of the devastation have
actually enabled the recovery of the ecosystem, and there is no significant longer-term
impact on the atmosphere.
End of Question 14
– 49 –
Mod 6 – Question 15 (4 marks)
Outline how human activities contribute to and how they could reduce the effects of 4
TWO types of natural disaster.
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Impact of Natural Disasters on the EES12–5, EES12–13 2–5
Biosphere
Marking guidelines:
Criteria Marks
• Identifies TWO types of disaster
• Outlines how humans contribute to the effects of each disaster 4
• Outlines how humans could reduce the effects of each disaster
• Identifies TWO types of disaster
• Outlines how humans could reduce the effects of each disaster
• Outlines how humans contribute to the effect of ONE disaster
OR 3
• Identities TWO types of disaster
• Outlines how humans contribute to the effects of each disaster
• Outlines how humans could reduce the effect of ONE disaster
• Outlines how humans contribute to the effects of ONE disaster
• Outlines how humans could reduce the effects of ONE disaster
OR
• Identifies TWO types of disaster
2
• Outlines how humans contribute to the effects of each disaster
OR
• Identifies TWO types of disaster
• Outlines how humans could reduce the effects of each disaster
• Provides some relevant information 1
Sample answer:
The effects of bushfires can include the loss of property, life and habitats. Human activities
that can decrease the effects are back burning and clearing of scrub. The likelihood of
bushfires occurring and affecting people and habitats can increase when people throw
cigarette butts into bushy areas or light campfires during hot, dry, windy weather.
Floods can also affect property, life and habitats. Human activities can increase the effects
of flooding if dams are not managed correctly (eg if the spillway is not opened) or if houses
are built on floodplains or low-lying areas. Humans can decrease the effects of flooding by
building levees around the banks of rivers.
– 50 –
Mod 6 – Question 16 (3 marks)
Identify ONE technology that can be used to predict earthquakes, and explain how it 3
works.
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Prediction and Prevention of Natural EES12–13 2–4
Disasters
Marking guidelines:
Criteria Marks
• Identifies a relevant technology
3
• Relates the technology to the prediction of earthquakes
• Outlines how a relevant technology works 2
• Provides some relevant information 1
Sample answer:
A wire creep meter can be used to predict earthquakes. The length of a wire across a fault
is measured as movement across the fault causes it to stretch. The more the wire stretches,
the more strain is occurring within the rocks and the more likely an earthquake will occur.
– 51 –
Mod 6 – Question 17 (3 marks)
Explain how TWO technologies predict and prevent damage due to weather events. 3
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Prediction and Prevention of Natural EES12–6, EES12–7, 2–4
Disasters EES12–13
Marking guidelines:
Criteria Marks
• Explains how TWO technologies predict and prevent weather damage 3
• Outlines TWO technologies that predict and prevent weather damage
OR
2
• Identifies TWO relevant technologies and explains how ONE technology
predicts and prevents weather damage
• Provides some relevant information 1
Sample answer:
Satellites can be used to take infrared images of clouds over the Earth’s surface. These
images can be used to monitor and track cyclones. People can be given several days
warning about the impending cyclone and prepare for it. Another piece of technology is
LIDAR, where laser light is used to detect the position of cloud cover and whether it will
bring rain, hail or snow. This can be used to give people time to get inside, and to put cars
under cover in the case of hail.
– 52 –
Mod 6 – Question 18 (3 marks)
Describe ONE technology that can be used to minimise the effect of volcanic 3
eruptions.
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Prediction and Prevention of Natural EES12–13 2–4
Disasters
Marking guidelines:
Criteria Marks
• Describes ONE relevant technology 3
• Outlines ONE relevant technology 2
• Provides some relevant information 1
Sample answer:
Seismic monitoring indicates when magma is moving through a volcano. Distinctive patterns
of seismic activity indicate that an eruption is imminent. The technology could allow people
to be evacuated before an eruption and allow aircraft movements to be changed to minimise
damage from ash clouds.
– 53 –
Mod 6 – Question 19 (3 marks)
How could mobile phones and good network coverage play a role in minimising the 3
effects of earthquakes?
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Prediction and Prevention of Natural EES12–13 2–4
Disasters
Marking guidelines:
Criteria Marks
• Shows how mobile phones and network coverage could play a role in
3
minimising earthquake effects
• Outlines how mobile phones and/or network coverage could minimise
2
earthquake effects
• Provides some relevant information 1
Sample answer:
Most people have individual mobile phones; these phones can be used as an advance
warning system. If a mass SMS is sent to people who are affected by the earthquake,
people can be better prepared, go to shelters or evacuate if needed so there would be fewer
injuries and deaths. This can only work if there is good network coverage so that everyone
is warned in time.
– 54 –
Mod 6 – Question 20 (7 marks)
Analyse the effects of BOTH natural processes and anthropogenic activities on the 7
Australian environment.
Mapping grid:
Content Syllabus outcomes Bands
Mod 6 Hazards EES12–4, EES12–5, 2–6
EES12–7, EES12–13,
Mod 7 Climate Science
EES12–14, EES12–15
Mod 8 Resource Management
Marking guidelines:
Criteria Marks
• Shows a thorough knowledge and understanding of both natural
processes and anthropogenic activities in Australia
• Relates these processes and activities to their supposed effects on the 7
Australian environment
• Draws out and relates implications of these effects
• Shows a sound knowledge and understanding of both natural processes
and anthropogenic activities in Australia
6
• Relates these processes and activities to their supposed effects on the
Australian environment
• Shows some knowledge and/or understanding of natural processes
and/or anthropogenic activities in Australia
4–5
• Links some of these processes and/or activities to their supposed effects
on the Australian environment
• Outlines some features of natural processes and/or anthropogenic
2–3
activities
• Provides some relevant information 1
– 55 –
Question 20 (continued)
Sample answer:
The Australian environment is the product of both anthropogenic activities and natural
processes.
The impacts of natural processes can be either negative or positive. For example, the
earthquake that occurred in Newcastle in 1989 caused damage to infrastructure despite
being short lived. Bushfires destroy native vegetation and floods remove soil – all negative.
On the other hand, regeneration after bushfires allows younger and healthier plants to grow
and deposition of sediment on flood plains increases fertility – both positive effects.
Many anthropogenic activities have, in the main, a negative impact on the environment.
Overgrazing, poor land management practices and deforestation have immediate effects on
the environment. There is a loss of habitat for native fauna and flora, which rapidly decrease
in numbers and can become extinct. In addition, these activities have promoted erosion,
increased salinity and higher sediment input to the oceans with serious negative impacts
on features such as the Great Barrier Reef. One of the greatest negative impacts on the
environment has been the combustion of fossil fuels. According to some scientific thinking,
this has produced greenhouse gases that may have resulted in global climate change,
which has flow-on effects such as acidification of the oceans and more extreme weather
conditions. These may have far-reaching impacts on the biotic and abiotic features of the
environment. The negative impacts of anthropogenic activities on the environment may
affect our future unless different strategies are introduced.
End of Question 20
– 56 –
Module 7 Climate Science
Mod 7 – Question 1
The graph shows the short-term and long-term averages of the ᵹ18O isotope over time.
–3
A. The next glacial period to occur will be 100 million years from now.
B. The most recent interglacial period peaked during the Jurassic period.
C. The next glacial period to occur will not be as severe as previous glacial periods.
D. The earliest glacial period shown occurred during the late Silurian–early Ordovician
periods.
– 57 –
Mod 7 – Question 2
A. A
B. B
C. C
D. D
– 58 –
Mod 7 – Question 3
8.30
Atmospheric CO2 level (ppm)
400
pH
8.15
300 8.00
1985 2014 1985 2014
(4.9 billion) (7.3 billion) Year
Year Seawater pCO2 (matm)
(world population) Seawater pH
Which of the following is a conclusion that can be drawn from these graphs?
– 59 –
Mod 7 – Question 4
It has been claimed that climate variation is due to increasing levels of atmospheric CO2.
Mod 7 – Question 5
– 60 –
Mod 7 – Question 6
Which everyday activity may reduce a person’s contribution to the greenhouse effect?
Mod 7 – Question 7
Approximately 75% of the world’s energy needs are produced by the combustion of fossil
fuels.
– 61 –
Mod 7 – Question 8 (8 marks)
(a) Outline how the science of dendrochronology provides evidence for variations 3
in climate.
(b) Explain how ancient and more recent evidence, other than dendrochronology, 5
supports the belief that climate variation has occurred in the past.
Sample answer:
Dendrochronology is the science of studying the pattern of growth rings in a cross-section of
tree trunks. The number of rings is equal to the age of the tree in years. The varying width
of the growth rings indicates the amount of growth each year which relates to the rainfall
and climate at the time. So thinner growth rings indicate a dryer climate than thicker growth
rings.
– 62 –
Question 8 (continued)
Sample answer:
Marine microfossils, such as Formanifera, are evidence of the ocean temperature at the
location where they were fossilized, as different species live in certain water temperatures.
For example, Formanifera fossils of species found in Arctic waters today have been found
off the coast of Britain, which must have had much colder water at the time. Also the ratio
of oxygen-18 to oxygen-16 isotopes in their shells indicates the temperature of the sea as
there is more oxygen-18 in colder seas, and hence in their shells.
Pollen grains fossilize very well for long periods of time due to their resistant cell walls. Their
record in sedimentary beds over time is a good indicator of climate variation due to the
specific requirements for temperatures and precipitation of the plants from which they came.
Aboriginal art is a record from the past for at least 28 000 years. Their drawings include
animals and environments that change with the age of the art, and so provide evidence for
climate variation. In one location in Western Australia, 1600 km north of Perth, the progress
of the ice age that occurred 22 000 years ago can be traced through the art record, with land
animals giving way to depictions of the marine species once the ice melted and the seas
rose.
End of Question 8
– 63 –
Mod 7 – Question 9 (4 marks)
Explain how speleothems such as stalagmites and stalactites can be used as evidence 4
for climate variation.
Mapping grid:
Content Syllabus outcomes Bands
Mod 7 Evidence for Climate Variation EES12–5, EES12–6 2–6
EES12–14
Marking guidelines:
Criteria Marks
• Explains how speleothems can be used as evidence for climate variation
4
with reference to their formation and isotope ratio
• Outlines the formation of speleothems
3
• Links isotope ratio to climate variation
• Shows some understanding of speleothems 2
• Provides some relevant information 1
Sample answer:
Two isotopes of oxygen, oxygen-16 and oxygen-18, exist in nature. Their ratio is
temperature-dependent, so can be used as evidence for climate variation. For example, as
the temperature becomes colder, the proportion of oxygen-18 increases. Formations called
speleothems found in caves, such as stalagmites and stalactites, are formed when calcium
carbonate is precipitated from water seeping through limestone rocks. When speleothems
form, oxygen is trapped in their crystal structure, reflecting in the isotopic ratio of oxygen in
the atmosphere at that time. As speleothems form very slowly, their isotopic ratios can be
used as scientific evidence for variation in temperatures and rainfall for up to 200 000 years.
– 64 –
Mod 7 – Question 10 (3 marks)
Annotate the image below to explain the different climatic conditions that occurred 3
during this tree’s life.
Mapping grid:
Content Syllabus outcomes Bands
Mod 7 Evidence for Climate Variation EES12–5, EES12–6, 3–5
EES12–7, EES12–14
– 65 –
Question 10 (continued)
Marking guidelines:
Criteria Marks
• Correctly annotates image to explain climatic conditions 3
• Annotates image to indicate some climatic conditions 2
• Provides some relevant information 1
Sample answer:
Thinner growth ring indicates
less growth, less rainfall
during that year.
End of Question 10
– 66 –
Mod 7 – Question 11 (3 marks)
The global temperature at the time of the formation of ice is calculated by using 3
oxygen isotope levels in the ice.
Mapping grid:
Content Syllabus outcomes Bands
Mod 7 Evidence for Climate Variation EES12–14 4–6
Marking guidelines:
Criteria Marks
• Explains how the isotope levels reflect past temperatures 3
• Shows some understanding of 16O : 18O ratios 2
• Provides some relevant information 1
Sample answer:
Oxygen gas contains two stable isotopes, oxygen 16 (16O) and oxygen 18 (18O). 16O is
the more abundant isotope by far. 16O evaporates more easily from the ocean than the
heavier 18O. During glacial periods (ice ages) more of the 16O evaporates from the sea
and becomes locked up in glaciers after falling as snow. Thus ice cores showing a higher
16
O : 18O ratio indicate lower temperatures.
– 67 –
Mod 7 – Question 12 (9 marks)
(a) The graph shows the production of greenhouse gases (GHGs) from various 2
sources for a country.
Transport
Coal mines
Agriculture
Land use
Land change
Other
Based on the information provided, identify TWO ways that people in this
country could reduce their contribution to greenhouse gases. Justify your answer
(b) A range of mitigation and adaptation strategies have been developed to minimise 7
and respond to the effects of climate variation.
Recommend urban design strategies that could be used to reduce the emission
of greenhouse gases. Support your answer with research evidence.
– 68 –
Question 12 (continued)
– 69 –
Question 12 (continued)
• One study in Finland on the outskirts of Helsinki targeted the earthworks and building
resources stage as an area for mitigating GHGs. The urban development covered 150 Ha
and would house 500 000 residents when completed. Their research emphasised that
planning is a critical stage for achieving measurable success. The researchers spent
considerable time in liaising with local authorities and nearby towns and locating nearby
building resources. They decided to use local stone which was the waste produced by
building a 1 km tunnel for a transport corridor which was part of the city design. The stone
was crushed and provided 85% of the structural stone needed for building, so reducing
the additional amount to be transported to the site. Waste clay was also excavated from
the site and, instead of being transported from the area, was used to landscape a hill
nearby. Accurate figures were kept and, at the end of the project, an average of 40% of
GHG emissions was saved by use of the recycled stone alone. Further GHG mitigation
was also documented from the reuse of the clay. By planning and employing these
mitigation strategies at the earthworks and building materials stage, this project was
successful in demonstrating how urban design planning and use of mitigation strategies
can significantly lower GHG emissions during urban development.
End of Question 12
– 70 –
Module 8 Resource Management
Mod 8 – Question 1
Which of the following should be used to rehabilitate a mine site contaminated with toxic
metals?
– 71 –
Mod 8 – Question 2
The map shows the location and type of Australia’s renewable power plants.
Australian renewable
power plants
above 3 kilowatt
capacity
Solar
Water
Wind
Bagasse
Landfill methane
Sewage methane
Other
Source: Australian Government Department of Resources Energy and Tourism 2008 Report
– 72 –
Mod 8 – Question 3
The diagram shows the geology of an area where an open-cut lead–zinc mine is proposed.
Q
Proposed
pit
R S
KEY
Limestone
Shale
Conglomerate
Granite
Sandstone
Fault
A. P
B. Q
C. R
D. S
– 73 –
Mod 8 – Question 4
Which row of the table shows the most appropriate waste management option?
Mod 8 – Question 5
The practice of fire stick burning was used by Aboriginal people in the past and is still used
today.
– 74 –
Mod 8 – Question 6
A copper mine, closed more than twenty years ago, has since been abandoned. Toxic waste in
the tailings has not been removed and toxic copper sulfide has been leaked into the river system
since the mine’s closure. Today, there is no aquatic life for at least 7 km downstream. Clean-up
and reclamation costs have been estimated to be between $20 and $50 million.
– 75 –
Mod 8 – Question 7 (7 marks)
(a) Using examples, describe human activities that have negatively affected the 3
sustainability of Australian resources.
(b) Explain why Aboriginal and Torres Strait Islander Peoples can be described as 4
sustainable resource managers.
Sample answer:
Humans have over-logged old-growth forests. This has resulted in the destruction of animal
and plant habitats as not enough trees remain to permit seed germination and regrowth.
Manufacturing activities, such as metal smelters, have released waste products including
toxic elements into waterways, causing the death of fish populations. The fish cannot breed
and the population is no longer sustainable.
– 76 –
Question 7 (continued)
Sample answer:
Aboriginal and Torres Strait Islander Peoples’ culture has a deeply symbolic and emotional
connection to ‘Country and Place’ and this underpins life activities. Food gathering relates
to the seasons, with specific times for hunting, fishing and harvesting, especially to Torres
Strait Islanders. The people move from area to area, maintaining sustainability, so no area is
over-utilised. They have, more recently, used items that have been washed up on particular
islands and repurposed them eg ghost netting to create art works.
In addition, fire is used to maintain areas of burnt land and regrowth, particularly in
Aboriginal cultures. The philosophy behind the fires ensures they can plan and predict areas
where animals will graze on grasslands, and areas with edible plants and fresh drinking
water can be sustained, ensuring that there is always a supply of foods.
End of Question 7
– 77 –
Mod 8 – Question 8 (4 marks)
The table shows world energy usage in terawatts (TW = 1012 watts) from 1965 to
2005, and gives projected world energy usage for 2025 and 2055.
(a) Using information in the table, predict ONE economic effect of projected world 1
energy usage.
(b) Justify the use of ONE energy source other than oil, coal or gas in meeting 3
future world energy demand.
Sample answer:
There will be increased investment in other energy sources to meet increasing demand.
– 78 –
Question 8 (continued)
Sample answer:
Solar energy can provide electrical energy from photovoltaic cells. This electricity can
be substituted for electricity produced from fossil fuels, thus meeting some of the world’s
energy needs for electricity. It also reduces pollution.
End of Question 8
– 79 –
Mod 8 – Question 9 (6 marks)
(a) Outline a method that can be used to carry out this investigation. 2
(b) Explain how ONE potential risk in this investigation can be managed. 2
(c) Explain how the results can be used to improve the management of this waste. 2
Sample answer:
Separate waste into groups, eg plastic, paper, glass and organic. Count and record the
amount (volume or weight) of each type of waste.
Sample answer:
Protective equipment such as closed shoes, gloves and safety glasses should be worn as
there may be broken glass or other sharp objects in the waste.
– 80 –
Question 9 (continued)
Sample answer:
The results could show ways in which waste can be managed, eg if there is a lot of organic
waste, producing compost would be a sustainable solution. If there is a lot of recyclable
material, recycling services should be used.
End of Question 9
– 81 –
Mod 8 – Question 10 (7 marks)
Explain how human activities could affect the sustainability of Earth’s resources. 7
Mapping grid:
Content Syllabus outcomes Bands
Mod 8 Sustainability EES12–5, EES12–7, 2–6
EES12–15
Marking guidelines:
Criteria Marks
• Shows a comprehensive understanding of the effects of human activities
on sustainability
7
• Clearly relates the effects of relevant human activities to the
sustainability of Earth’s natural resources
• Describes how human activities could affect the sustainability of Earth’s
natural resources
6
• Relates some effects of the activities to the sustainability of Earth’s
natural resources
• Describes how human activities could affect the sustainability of Earth’s
5
natural resources
• Outlines how human activities could affect sustainability of Earth’s
4
natural resources
• Identifies human activities and/or factors that could affect sustainability
3
• Outlines how a human activity could affect sustainability
• Identifies human activities and/or factors that could affect sustainability
OR 2
• Outlines a human activity or factor that could affect sustainability
• Shows a basic understanding of sustainability or Earth’s natural
1
resources
– 82 –
Question 10 (continued)
Sample answer:
Water pollution could be catastrophic for entire eco-systems and could severely affect the
sustainability of Earth’s natural resources. Water pollution could be caused by a variety of
factors such as improper disposal of waste from wastewater treatment plants and factories,
deforestation, mining, agriculture and oil spills. Water pollution could disrupt the breeding
and feeding patterns of flora and fauna that lives in the waters. It may cause them to
relocate to other habitats, or, more seriously, it may kill off the species.
As well as endangering the population of whole species, water pollution could have a
greater knock-on effect on the food pyramid as a whole. When the main food source of
an animal becomes endangered or extinct, that animal will have problem finding food or
become poisoned through eating the same chemicals that killed its prey, leading to a chain
effect.
Another human activity that could affect sustainability is water allocations or damming.
For example, cutting the amount of water set aside for environmental flow to increase the
amount of water released for farm irrigation could affect the sustainability of river systems.
Environmental flows are an artificial release of water into a river system to maintain
natural processes. Advantages of environmental flows include depositing sediments
on top of decaying organisms, the stimulation of eggs to hatch for the breeding of fish,
the encouragement of water birds back to an area, reducing salinity and preventing
eutrophication.
As a result of cutting the amount of water set out for environmental flows, the sustainability
of river systems could be affected. This is due to less oxygen being available for organisms
as decaying organisms reduce the available oxygen and as a result fish can be deprived of
oxygen. Eutrophication can also occur and limit light available for photosynthesising aquatic
plants.
Flood irrigation methods used by some farmers may also increase salinity due to the rising
water table, resulting in higher management and rehabilitation costs into the future.
– 83 –
© 2019 NSW Education Standards Authority
HIGHER SCHOOL CERTIFICATE
2019 EXAMINATION
20
30 Oligocene
40
Paleogene Eocene
50
Phanerozoic
60 Palaeocene
Ma BP
70
Mesozoic
Cretaceous
100
Jurassic
200
Triassic
Permian
300
Carboniferous
Palaeozoic
Devonian
400
Silurian
Ordovician
500
Cambrian
Neopro-
terozoic
Ediacaran
600
Proterozoic
Precambrian
1000
2000
3000 Archaean
4000
Hadean
– 84 –