Investigating Science General Instructions Total marks: 100 • Reading time – 5 minutes • Working time – 3 hours • Write using black pen • Draw diagrams using pencil • NESA approved calculators may be used Section I – 20 marks (pages 3–11) • Attempt Questions 1–20 • Allow about 35 minutes for this section Section II – 80 marks (pages 12–25) • Attempt Questions 21–30 • Allow about 2 hours and 25 minutes for this section
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Investigating Science
General
Instructions
Total marks:
100
• Reading time – 5 minutes
• Working time – 3 hours
• Write using black pen
• Draw diagrams using pencil
• NESA approved calculators may be used
Section I – 20 marks (pages 3–11)
• Attempt Questions 1–20
• Allow about 35 minutes for this section Section II – 80 marks (pages 12–25)
• Attempt Questions 21–30
• Allow about 2 hours and 25 minutes for this section
2
3
Section I
20 marks
Attempt Questions 1–20
Allow about 35 minutes for this section
Use the multiple-choice answer sheet for Questions 1–20.
1 Scientists are always required to wear personal protective equipment (PPE) when
conducting an experiment in a laboratory. Which of the following correctly identifies some of the personal protective equipment
commonly used in laboratories?
A. Safety googles, tight fitting shoes, disposable gloves, lab coat or apron
B. Safety googles, enclosed-toe safety shoes, woolen gloves, lab coat or apron
• Provides correct answer with any one of the popular beliefs 1
Sample answer:
It was a popular belief that peptic ulcers were caused by spicy foods, stress, smoking and/or heavy drinking.
Question 21 (b)
Criteria Marks
• Identifies that bacterium was discovered while studying biopsies from patients suffering from gastrointestinal disease
• Identify that parallel was noticed between the severity of the inflammation f the stomach lining and the number of bacteria.
2
• Identifies either one of the above 1
Sample answer:
Warren and Marshall discovered a bacterium while studying biopsies from patients suffering
from gastrointestinal disease. They also noticed a parallel between the severity of the
inflammation of the stomach lining and the number of bacteria.
Question 21 (c)
Criteria Marks
• Identify that growth of bacterium was difficult in the lab
• Identify that bacterium required extended period of growth
• Identify that the growth eventually was a result of an unintentional act
3
• Any 2 of the above 2
• Any 1 of the above 1
Sample answer:
Warren and Marshall tried to grow the Helicobacter pylori in the lab but found it difficult. One
Easter weekend, the incubation period was unintentionally tripled for one set of plates. They
found that the extended period of incubation led to substantial growth of the microbe in the lab.
Once the culture could be grown, it allowed warren and Marshall to extensively experiment
with the bacteria.
3
Question 21 (d)
Criteria Marks
• Identify that scientists could not believe that H pylori could survive the strong stomach acid
• Identify that it was difficult to culture the bacteria in the lab
• Identify the possibility that inflammation allowed H pylori to flourish
• Marshall’s self-experimentation to prove his research
4
• Any 3 of the above 3
• Any 2 of the above 2
• Any 1 of the above 1
Sample answer:
Scientific community were sceptic regarding H pylori causing peptic ulcers because they could
not believe that any bacteria could survive the highly acidic conditions of the stomach.
Secondly it was difficult to culture the bacteria in the lab as it required 5 or more days to
culture. The possibility that the inflammation allowed H pylori to flourish also proved to be
difficult to disprove. To prove their research Marshall swallowed a culture of the bacteria and
developed gastritis, and then under-went endoscopy and stomach biopsy. H pylori was present
in the tissue samples proving their findings.
Question 22 (a)
Criteria Marks
• All steps of scientific method are mentioned in correct sequence 3
• Some steps of scientific report are mentioned but in sequence 2
• Some steps of scientific report are mentioned but not in correct
sequence
1
Sample answer:
Making an observation, asking a question, developing a hypothesis, designing the experiment,
performing the experiment, accepting or rejecting the hypothesis.
4
Question 22 (b)
Criteria Marks
• Identifies that only independent variable is changed
• Identifies that dependent variable is measured
• Identifies that all except for independent and dependent variable, all other variables are kept constant
• Investigation is repeated several times to collect consistent results
• Investigation tests the hypothesis
5
• Any 4 of the above provided
4
• Any 3 of the above provided
3
• Any 2 of the above provided
2
• Any 1 of the above provided
1
Sample answer:
Integrity of any scientific investigation can be evaluated by considering that the method has
only one variable that is deliberately changed, another variable is measured, and all the other
variables are kept constant throughout the investigation. The scientist must ensure that the
scientific investigation tests the hypothesis and the test is repeated several times so that the
results collected are consistent.
Question 22 (c)
Criteria Marks
• Identifies that the risk assessment ensures scientific investigations are conducted safely
• Identifies that risk assessment recognises any potential hazards and problems associated with the substances and tasks involved in the scientific investigation
• Identifies that risk assessment also provides the control methods for the risk and by implementing safe procedures and precautions
3
• Any 2 of the above provided 2
• Any 1 of the above provided 1
Sample answer:
Risk assessments ensure that the scientific investigations are conducted safely. It identifies any
potential hazards and problems associated with the substances and tasks involved in the
scientific investigation. It also provides the control methods for the risk and by implementing
safe procedures and precautions.
5
Question 23 (a)
Criteria Marks
• Provides a definition of conflict of interest providing all the factors that
may influence the researcher.
2
• Provides a simple definition of conflict of interest without providing all
the factors that may influence the researcher.
1
Sample answer:
Conflict of interest in scientific research is when a researcher has personal, financial,
professional, political, or legal interests in the research that may create a bias in the scientific
decisions or conclusions affecting the result of the research.
Question 23 (b)
Criteria Marks
• Provides an example related to conflict of interest
• Identifies components in the examples that lead to conflict of interest
• Identifies how conflict of interest led to scientific research being suppressed, misinterpreted or misrepresented.
• Relates conflict of interest to inaccurate scientific results • The response is logical and cohesive throughout
5
• Any 4 of the above provided
4
• Any 3 of the above provided 3
• Any 2 of the above provided 2
• Only one of the above provided 1
Sample answer:
A scientific researcher who has stocks in a company is asked to test the usefulness of a new product made by the company is an example of conflict of interest. It would be in interest of the researcher to ensure that the report published about the product is positive so that the company stocks value does not drop. The researcher in this example has vested interests in the company and may present a biased report towards the product. This may lead to the data being misrepresented to look positive in regard to the product. Examples may vary. Some students may have real life examples like Tobacco research vs lung cancer etc.
6
Question 24
Criteria Marks
• Identify that Aboriginal and Torres Strait Islander People have knowledge of local plants
• Modern practitioners realise that correct preparation of plant is required for preparing a successful remedy
• Pharmaceutical companies understand that local councils, local enders and Indigenous community needs to be consulted for sustainable and ethical collection of medicinal plants
• Same plants could be used for different illnesses
4
• Any three relevant points 3
• Any two relevant points 2
• Provides some relevant information 1
Sample answer:
Aboriginal and Torres Strait Islander People’s knowledge and understanding uses of plants for
medicine has been passed over generations. Aboriginal and Torres Strait Islander People’s use
the local plants to prepare medicine to cure ailments. Modern medicine practitioners have
started to realise potency of bush medicine. Modern practitioners understand that it is not just
the knowledge of the healing property of the plant but also how to use the plant in the
customary way for greater success rate. Aboriginal people know how to prepare the plants to
expose active ingredients to ensure medicinal success. The same plants can be used for
different illnesses in different regions. Pharmaceutical companies are aware that they need to
consult the local council, local elders and Indigenous people for sustainable harvesting of
these medicinal plants.
7
Question 25
Criteria Marks
• Provides outline of pseudo-science
• Provides explanation how pseudo-science makes false claims using
scientific facts
• Identifies that pseudo-science preys on people’s ignorance/emotions
• Uses the example provided to outlines how pseudo-science sways
people
• Uses the example provided discusses how Connor’s emotions are being
manipulated by pseudo-science
• Provides example of at least one scientific device used to sway
people’s opinion
• Identifies scientific terminology is used to sway people
• Identifies that pseudo-science is not backed by any scientific
investigation
• Provides a coherent answer
9
• Any 8 of the above 8
• Any 7 of the above 7
• Any 6 of the above 6
• Any 5 of the above 5
• Any 4 of the above 4
• Any 3 of the above 3
• Any 2 of the above 2
• Provides some coherent information in regard to pseudo-science 1
Sample answer:
Pseudo-science is a belief which masquerades as science using the scientific fact. Astrology is
a popular pseudo-science. Its claims are not backed by any research or experimental evidence.
It uses the information from the planets and stars to map out the future. People associate
movement of planets and stars with science and Astrology uses this fact to provide false
predictions and descriptions to people. Pseudo-science tends to use explanations that are
vague and ambiguous, often using scientific terminology to make their claims.
Pseudo-science also use science to predict human behavior and personalities by connecting
them to a planets and features of a planet. This tends to stroke the ego of the person and makes
them believe that indeed they are the personality trait as mentioned in the pseudo-science
description.
The pseudo-science also uses people’s circumstances to evoke emotion and gain access to
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people’s mind. They connect movement of planets to events happening in people’s life. They
evoke emotions of fear or happiness by connecting the features of the planet to a person in
order to influence them.
Various devices such as star charts are used to convince people regarding their changing
circumstances. For example, astrology connects people to different planets, the movement in
stars can indicate impending danger or an auspicious event.
They use complex scientific terminology like aligning of planets and stars to make their claims
of cause and effect to sway public opinion. They prey on the ignorance of people that have low
scientific literacy and sway them using their explanations.
Connor in this example is being swayed by astrology to feel confident about his upcoming HSC
examinations. His emotions and fear regarding the upcoming HSC examination is being used
as medium by astrology to provide its pseudo-scientific claims. As the planets and stars
relating to the prediction are aligning in space according to using scientific websites, Connor
is led to believe that he will be successful in his examinations because of this celestial event.
Question 26 (a)
Criteria Marks
• Identifies one event in history that negatively impacted on public image of
science
1
Sample answer:
Chernobyl incident in 1986- There may be variations here.
Question 21 (b)
Criteria Marks
• Provides a brief description of the incident
• Provides reason for the incident
• Provides two short-term impacts
• Provides two long-term impacts
6
• Provides a brief description of the incident
• Provides reason for the incident
• Provides one/two short-term impact
• Provides one/two long-term impact
4-5
• Any 3 of the above 3
• Any 2 of the above 2
• Any 1 of the above 1
Sample answer:
Chernobyl incident which involved a nuclear meltdown is one of the most famous examples of a horrible event in history that negatively impacted on the public image of science. The
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incident was a result of flawed reactor design that was operated by inadequately trained personnel. This incident caused a major release of nuclear radioactive material into the atmosphere. Radionuclides were scattered in the vicinity of the plant and over much of Europe.
The nuclear meltdown at Chernobyl caused both short-term and long-term implications to society. Immediately after the incident, an exclusion zone was set up around the nuclear plant and about 120000 people had to be relocated to an area free from heavily contaminated areas close to the nuclear facility. Diverse medical interventions were provided to the people depending on spectrum of injury and level of toxicity. Many people lost their jobs, homes and lives in this incident.
The long-term impacts of Chernobyl incident were on both agricultural and natural ecosystems. The radiation spread to almost 30 countries around the vivinity of the Chernobyl nuclear reactor. Radionucleotides were taken up by plants and animals and were subsequently found in milk and meat products. Freshwater fish and wood were also contaminated. Late effects of the incidents were thyroid cancer especially in children and adolescents.
This incident was on a very large scale and made headlines all around the world. As the cause of Chernobyl disaster was failure of science in terms of flawed reactor design and training personnel, people lost all faith in advantages of nuclear science to produce energy.
Question 27
Criteria Marks
• Makes an informed judgement on the impact of space exploration society
• Provides examples of benefits of space exploration and their impact on
society
• Identifies that space exploration is expensive and requires funding from
universities and governments
• Clearly relates benefits to advancement of society
• Communicates ideas in an organised manner using appropriate terminology
8-9
• Identifies that space exploration is expensive
• Discusses an effect of space exploration on society
• Provides examples of technology that have proved to be beneficial to society
• Identifies that space exploration is expensive and requires funding from
universities and governments
7-8
• Identifies that space exploration is expensive
• Discusses an effect of space exploration on society
• Identifies that space exploration is expensive and requires funding from
universities and governments
5-6
• Identifies effects of space exploration on society
• Outlines an effect of space exploration on society
• Identifies that space exploration is expensive and requires funding from
universities and governments
3-4
10
• Identifies an impact of space exploration
• Identifies that space exploration is expensive and requires funding from
universities and governments
2-1
Sample answer:
Space exploration is an expensive venture which relies on funding from universities,
government and private corporations. The money spent on space travel has often been
questioned as there are other issues such as education, national security, health and food that
require funding from the same agencies.
Space exploration aims to develop technology to solve issues in the society such as using solar
winds as an alternative source of energy. The first satellites designed to study space
environments led to the development of satellite telecommunications, global positioning system
and advanced weather forecasting.
The innovations required for space exploration, such as miniaturization will result in
developing technology which is high performance and cost effective. This in turn will provide
better services on Earth.
The space exploration program also provides young people careers in science, engineering
and mathematics. This helps in building the global capacity for scientific research.
Space exploration fulfils people’s curiosity about the solar system and space. The new
technology developed by space exploration provide us better understanding of the universe and
the solar system that we live in. Space exploration is also exploring the future of humankind
when Earth will not be habitable. This search to inhabit Mars has brought many global powers
to work together towards this mission.
Overall, space exploration has produced societal benefit that improves the quality of life on
Earth even though the cost is becoming prohibitive.
Question 28 (a)
Criteria Marks
• Provides correct hypothesis 1
Sample answer:
Application of the Chemical XYZ is beneficial for the growth of a tomato plant.
Question 28 (b)
Criteria Marks
• Correct plots
• Correct unit axes labels
• Correct units on both axes
3
• Any 2 of the above 2
• Any 1 one of the above 1
11
Sample answer:
Question 28 (c)
Criteria Marks
• Makes an informed judgement about whether the hypothesis is
rejected
• Refers to graph in the analysis
• Refers to validity
• Refers to reliability
• Refers to accuracy
• Proposes a suggestion to improve the experiment
6
0
2
4
6
8
10
12
14
16
18
20
0 5 10 15 20 25 30 35
Hei
ght
of
the
Tom
ato
Pla
nt
(cm
)
Concentration of Chemical XYZ (%)
The effect of different concentrations of Chemical XYZ on
the growth of his tomato plants
12
• Any 5 of the above 5
• Any 4 of the above 4
• Any 3 of the above 3
• Any 2 of the above 2
• Any 1 of the above 1
Sample answer:
The graph shows that the height of the tomato plants increased as the concentration of the
chemical XYZ was increased from zero to 15%. Any concentration of chemical XYZ more than
15% had a detrimental effect on the growth of the tomato plants. Angelo proved the hypothesis
that application of Chemical XYZ will be beneficial for the growth of the plant.
The reliability of the investigation can be improved by repeating the experiment a few more times. The data could also be verified by publications where independent trials of the chemical XYZ has been completed.
The validity of this experiment can be improved by ensuring that all variables except for the independent and dependent variables are controlled. For example, all the tomato plants used in the experiment are of the same variety, the same soil mixture is used, and same amount of water and sunshine is provided to the plant.
Accuracy can be established by indicating the measuring tools. No indication was given in terms of the measurement tools used for measuring the height but the units on the graph indicates growth being measured in cm units. This implies a meter ruler was used. The concentration of the chemical XYZ applied was recorded in percentage indicating measured quantities of the chemical XYZ was used.
Angelo could have also collected some qualitative data in regard to the health of the leaves to provide more information in regard to the benefits of the changing concentration of chemical XYZ.
Question 29
Criteria Marks
• Identifies the bias of consumers
• Identifies the bias of the advertising company
• Identifies the aim of science for products in the market
• Identifies the aim of an advertisement for a product in the mrket
• Identifies that the consumer could look for scientific evidence such as
shelf life to check the authenticity of the bread
• Identifies that the consumer can be easily mislead by misleading
7
13
advertisements
• Identifies that scientific testing of products can provide consumer the
knowledge about the product
• Any 6 of the above 6
• Any 5 of the above 5
• Any 4 of the above 4
• Any 3 of the above 3
• Any 2 of the above 2
• Any 1 of the above 1
Sample answer:
Many consumers make their food choices based on the information provided on the food packaging. The food packaging for the bread in the question labels it as organic, free of chemicals and preservative. This information provided by the bread company can be misinterpreted by the consumer when selecting the bread. The claims on the bread aims to persuade the consumer to purchase the bread. The claim on the bread may not necessarily be based on scientific evidence but instead on food bias of the consumer. Consumers need to identify the advertising bias and read the packaging more carefully to ascertain the authenticity of the claim.
From a scientific point of view if the consumer understands that any product that is organic and preservative free then it cannot have the same shelf life as that of the other brands on the shelf. This should immediately raise concerns regarding the claims made on the bread.
This is an example where science and advertising claims contradict each other. The primary reason for each of these fields is different. Science aims to educate the consumer in making informed choices. Advertising on the other hand wants to persuade the consumer to buy the product. Scientifically testing the product to check the claims may lead to determine the authenticity of the product.
Question 30
Criteria Marks
• Makes a relevant judgement about the impact that a development in scientific
theory/law/models had on the development of new technologies
• Identifies a relevant example to assess the impact that a development in
scientific theory/laws/models had on the development of new technologies
• Supports the judgement with detailed discussion
• Discusses the impact scientific theory/law on the development of the new
technology
• Explains the relationship between a scientific theory/law on the development
of the new technology
7
• Explains the relationship between scientific theory/law on the development
of the technology
• Describes the new technology
• Describes a scientific model or law
• Outlines a link between the scientific model/law and the new technology
5-6
14
• Includes a judgement
• Describes the relationship between a scientific theory/law on the
development of the technology
• May provide a link between the impact that a development in scientific
theories/laws/model had on the development of new technologies
4-5
• Outlines the impact that a development in scientific theory/law/models had
on the development of new technologies
2-3
• Provides some relevant information 1
Sample answer:
Newton’s first law of motion states that an object tends to stay at rest or in motion unless an
external force acts on it. It is a natural tendency of objects to resist change in their state of
motion. This property of objects is also called as inertia. A massive object has larger inertia.
Newton’s law applies to earthquakes. The buildings are fixed objects and are not designed to
be in motion. When the land underneath the building starts to move, the building resists the
movement due to its natural tendency which is inertia. This resistance cause damage to the
building structure. As an earthquake is a series of land movements, the building tends to resist
each movement and hence each time there is more damage to the structure of the building.
Larger the building, more the damage. In absence of inertia, the building would move with the
ground and there would be no damage.
For new buildings scientists have developed anti-seismic technology to build structures that
can withstand vast majority of earthquakes. Devices such as isolation systems and dampers are
incorporated into the design of the building to reduce the vibrations induced in a building.
For existing building scientists have developed a technology called as the vibrating barrier.
This device is buried in the soil detached from surrounding buildings and is able to absorb a
significant amount of energy from an earthquake vibration.
Newton’s Law of motion has helped scientists understand the physics of earthquakes and hence
helped in developing technology for building structures to withstand earthquakes.
15
HSC Investigating Science Questions Mapping Grid
Section I
Question Marks Content Syllabus outcomes Targeted
performance
bands
1 1 Mod 5 Student Investigations INS 11/12-3, INS 12-12 2-3
2 1 Mod 5 Practical Investigations to Obtain
Primary Data
INS 11/12-2, INS 12-12 2-4
3 1 Mod 6 Scientific Investigation and
Technology
INS 11/12-4, INS 12-13 2-5
4 1 Mod 5 Different Types of Scientific
Investigations
INS 11/12-2, INS 12-12 3-4
5 1 Mod 5 Different Types of Scientific
Investigations
INS 11/12-1, INS 12-12 2-3
6 1 Mod 6 Scientific Investigation and
Technology
INS 11/12-2, INS 12-13 3-4
7 1 Mod 5 Different Types of Scientific
Investigations
INS 11/12-2, INS 12-12 3-5
8 1 Mod 7 Impact on investigations INS 11/12-4, INS 11/12-5, NS 12-14
3-5
9 1 Mod 8 Regulation of Scientific Research 3-5
10 1 Mod 7 Testing Claims INS 11/12-6, INS 11/12-7, NS 12-14
3-5
11 1 Mod 8 Influence of Economic, Social and
Political Forces on Scientific
Research
INS 11/12-4, INS 11/12-5,
NS 12-15
4-5
12 1 Mod 7 Testing Claims INS 11/12-7, INS 12-14 3-4
13 1 Mod 8 Influence of Economic, Social and
Political Forces on Scientific Research
INS 11/12-7, INS 12-14 3-5
14 1 Mod 7 Testing Claims INS 11/12-5, INS 11/12-7,
NS 12-14
3-5
15 1 Mod 8 Regulation of Scientific Research INS 11/12-6, INS 11/12-7,
INS 12-15
4-5
16 1 Mod 8 Influence of Economic, Social and
Political Forces on Scientific Research
INS 11/12-4, INS 11/12-5,
INS 12-15
4-6
17 1 Mod 7 Science as Self-Correcting -the
issues
INS 11/12-4, INS 11/12-5,
NS 12-14
4-5
18 1 Mod 6 Scientific Investigation and
Technology
INS 11/12-2, INS 12-13 3-4
19 1 Mod 6 A continuous Cycle INS 11/12-4, INS 12-13 4-6
20 1 Mod 6 A continuous Cycle INS 11/12-4, INS 12-13 4-5
16
Section II
Question Marks Content Syllabus outcomes Targeted
performance bands
21 10 Mod 5:
Mod 6:
Practical Investigations to Obtain Primary Data
Scientific Investigation and
Technology
INS11/12–2, INS12-12,
INS12-13
2–4
22 11 Mod 5: Practical Investigations to Obtain Primary Data
INS11/12–5, INS12–14 2–4
23 7 Mod 7: Evidence Based Analysis INS11/12-6, INS12–14 2–3
24 4 Mod 6: A Continuous Cycle INS11/12–2, INS12–12, INS12–15
2–6
25 8 Mod 7: Reading between Lines INS11/12–2, INS11/12–6,
INS11/12–7, INS12–14
2–6
26 7 Mod 8: Incidents, Events and
Science
INS11/12–1, INS11/12–2,
INS11/12–4, INS11/12–5,
INS11/12–6, INS12–14
2–6
27 9 Mod 8:
Mod 6:
Influence of Economic, Social and
Political Forces on Scientific
Research
INS11/12-7, INS12-13,
INS12-14
3-5
28 10 Mod 6: Scientific Investigation and
Technology
INS11/12-1, INS11/12-2,
INS11/12-4, INS12-13
29 7 Mod 7: Testing Claims INS11/12-5, INS11/12-7,
INS12-14
3-5
30 7 Mod 6: A continuous Cycle INS11/12-2, INS12-13 4-6