2019 trial examination earth and environmental science
TRANSCRIPT
2019 TRIAL EXAMINATION
Earth and Environmental Science
General Instructions
• Reading time – 5 minutes
• Working time – 3 hours
• Write using black pen only
• Draw diagrams using pencil
• Use the multiple-choice answer sheet
provided
• NESA-approved calculators may be used
• Write your Student Number at the top of
this page and on the multiple-choice
answer sheet write BOTH your number
AND name.
Total marks - 100
This paper has two sections:
Section I – 20 marks
• Attempt Questions 1-20
• Allow about 30 minutes for this part
Section II – 80 marks
• Attempt Questions 21-34
• Allow about 2 hour and 30 minutes for this
part
Disclaimer
Every effort has been made to prepare this Examination in accordance with the Board of Studies documents. No guarantee or warranty is made or implied that the Examination paper mirrors in every respect the actual HSC Examination question paper in this course. This paper does not constitute ‘advice’ nor can it be construed as an authoritative interpretation of Board of Studies intentions. No liability for any reliance, use or purpose related to this paper is taken. Advice on HSC examination issues is only to be obtained from the NSW Board of Studies. The publisher does not accept any responsibility for accuracy of papers which have been modified.
Section I
Student Number
1
Part A – 20 marks Attempt Questions 1 – 20 Allow about 35 minutes for this part Use the multiple-choice answer sheet for Questions 1 – 20
1 Photosynthetic cyanobacteria were the dominant life form 3200 million years ago.
What was the main consequence of photosynthesis at that time?
A The production of carbon dioxide led to an increase in dissolved carbonates in the ocean.
B The production of oxygen led to an increase in banded iron formations
C
The production of oxygen led to an increase in atmospheric oxygen and the formation of the
ozone layer
D
The production of carbon dioxide led to an increase in atmospheric carbon dioxide and higher
global temperatures
2 Refer to the following diagram.
Compared to the surrounding material, mantle plumes rise toward Earth’s surface from the core-
mantle boundary because they are:
A Cooler and less dense
B Hotter and denser
C Cooler and denser
D Hotter and less dense
3
Four rock strata, labelled 1, 2, 3, and 4 are represented below. Index fossils found in some of the
rock layers are shown. The rock layers have not been overturned.
2
Which rock is the youngest?
A Sandstone in strata 1
B Conglomerate in strata 3
C Breccia in strata 2
D Sandstone in strata 4
4
A model for some of the energy entering and leaving Earth’s atmosphere in 2013 is shown. All
components of the balanced energy budget are NOT shown.
Which set of energy values would result in a reduction in global warming by 2050?
A
B
C
D
3
5
Refer to the graph for the next two questions.
The graph shows the average global air temperature changes that have occurred since the late
1800s.
Five volcanoes that experienced major eruptions during this time period are indicated.
The global temperature
A Decreased because volcanic gases and dust blocked insolation (solar radiation)
B Decreased because molten rock released heat
C Increased because volcanic gases and dust blocked insolation
D Increased because molten rock released heat
6 Which conclusion can be made from the data shown in the graph?
A Volcanic eruptions occur in a cyclic and predictable pattern
B Volcanic eruptions have generally increased in strength since the late 1800s
C Global air temperatures are warmer today than they were in the late 1800s
D Global air temperatures have had fewer changes since 1950
7
A leading scientist states that the open-pit development for the proposed mine, which is located
within a wetlands system, must be ecologically sustainable. This means that the development
A Must be planned without compromising the environmental needs of future generations
B Must be planned in a way that takes the ecology of the area into account
C Must not affect the wetlands system in any way
D Cannot proceed
8 Relative and absolute dating methods can be used to date the layers of a stratigraphic sequence.
4
Which type of rock can be used to give an absolute age date?
A Pyroclastic tuff
B Volcanic basalt
C Sedimentary mudstone
D Fossiliferous limestone
9 With which of the following concerns have carbon dioxide emissions been linked?
A Acid rain and climate change
B Ozone depletion and acid rain
C Climate change and biodiversity
D Biodiversity and ozone depletion
10 Which of the following statements is true for modern landfill design?
A Capture, treatment and removal of leachates is required.
B Clay liners prevent leachates from contaminating the waste.
C Plastic liners are used to allow large volumes of methane to accumulate.
D Compaction prior to sealing prevents water seepage into the surrounding rocks.
11 What is the most likely reason for deep focus earthquakes occurring?
A Movement of two plates along a fault line
B Convergence of an oceanic plate and a continental plate
C Built-up stress due to two plates sliding past each other
D Mountain building due to collision of two continental plates
12 Relative dating is based on which of the following?
A Measuring radioactive isotopes
B Using carbon-14
C Establishing the complexity of fossils
D Determining stratigraphic sequence
13 The diagram shows the geology of an area where an open-cut lead–zinc mine is proposed.
5
What is the best site for a tailings dam?
A P
B Q
C R
D S
14 Which of the following appears in the geological record immediately after the ‘Cambrian event’?
A The first terrestrial plants in swampy environments
B A diversity of primitive fish in marine environments
C A diversity of hard-shelled organisms in marine
D The first multi-cellular organisms in deep marine environments
15 Which example of climate change could be caused by a major explosive volcanic eruption?
A Small increases in global temperatures for up to three years caused by carbon dioxide emissions
B
Small decreases in local temperatures for up to a month caused by hot gas clouds reflecting
radiation from the sun
C
Small increases in local temperatures for up to a month caused by lava flows heating the
atmosphere near the volcano
D
Small decreases in global temperatures for up to three years caused by sulfur dioxide aerosols
reflecting radiation from the sun
6
16
The graph shows number of families and the carbon dioxide levels from 600 Ma BP to the
present.
Which of the following inferences could be made based on the data in the graph?
A The Permian extinction followed large volcanic eruptions
B The Cretaceous–Tertiary extinction followed large volcanic eruptions.
C
The radiations of new families after the late Devonian extinction is related to carbon dioxide
levels
D
The number of families in the late Cambrian is due to higher carbon dioxide levels in the
atmosphere.
17
What was the main reason for phasing out halides, including CFCs, that were widely used in
aerosols and refrigerants?
A They were a limited industrial resource
B They were replaced by more modern technology.
C They were a contributor to greenhouse gases in Earth’s atmosphere.
D They were a cause of the depletion of the ozone layer in Earth’s atmosphere
7
18
The aerial photograph below shows two streams that have been displaced by tectonic movement
along the San Andreas fault. The arrows show the relative direction of movement along the fault.
Which statement is correct regarding this type of boundary?
A This is convergent boundary with explosive volcanoes
B This is a divergent boundary with effusive volcanoes
C This is a transform boundary with effusive volcanoes
D This is a transform boundary with no volcanoes
19
Ice cores can provide access to samples of the gases, pollen and other particles that were present
in the atmosphere at different times in the past. Which one of the following methods is most
likely to be able to determine the age of a sample collected from a core drilled from an ice sheet?
A Freshwater fossils preserved in the ice
B The presence of distinctive volcanic ash layers within the ice
C Counting of the annual layers preserved in the ice
D Measurement of the salt content in the water
8
20
The graph below shows global mean sea level measured by satellite observation between 1993
and 2016.
Which of the following statements can be shown to be correct using only the data displayed on
this graph?
A Sea level has risen and fallen over the observed period and has an increasing trend overall
B Global mean sea level is at the highest point it has ever been in Earth’s history
C Sea level has risen every year since 2010
D Sea level in January 1999 was higher than it had been in January 1998
End of Section I
9
Section II
80 marks Attempt Questions 21 to 34 Allow about 2 hour and 30 minutes for this part Answer the questions in the spaces provided. These spaces provide guidance for the expected length of
response.
Mark Question 21 (5 marks) The table gives data for several impact craters.
a) Which crater was formed at the same time as a mass extinction?
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b) Explain how the impact of a meteor can cause a mass extinction. 4
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10
Mark Question 22 (4 marks) a) Identify a local or global strategy aimed at achieving a decrease in the emissions for EACH
of these TWO gases.
2
Gas Local or global strategy to decrease emissions of gas
Methane
Sulfur dioxide
b) Explain how the strategies identified reduces the emissions of each gas.
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Question 23 (3 marks)
Assess the contribution of Urey and Miller to the debate about the origin of life. 3 __________________________________________________________________________
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11
Mark Question 24 (6 marks) Refer to the following graph
Use the information provided in the graph to analyse changes in the atmosphere,
hydrosphere and geosphere as a result of changes in the biosphere.
6
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12
Mark Question 25 (9 marks) Increasing world population and overconsumption places an ever-increasing demand on
natural resources.
In class you prepared a case study of an important non-renewable resource.
Discuss how this resource is found, extracted and /or managed; how the resource is used and
whether it can be extracted sustainably to meet the current and projected demands.
Name of the resource: ____________________________________________
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14
Mark Question 26 (8 marks)
A year 12 student set up the following investigative model to explain the cause of greenhouse
gas. The temperature probes measure the change in temperature for when air and carbon
dioxide (CO2) bottles are heated using lamps.
a) State a hypothesis that the student would be testing using the above set up. 1
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b) Describe how this model would be used by the student to explain the cause of greenhouse
effect.
3
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c) Explain how the student will ensure reliability of the data collected. 2
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Mark d) Identify two limitations of this model in understanding the Earth’s greenhouse effect. 2
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Question 27 (8 marks)
a) Identify an ‘alternative energy source’ and evaluate its effectiveness in mitigating the
release of greenhouse gases.
4
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b) Evaluate the effectiveness of an adaptation strategy to cope with some of the impacts of
the Enhanced Greenhouse Effect in urban design.
4
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Question 28 (7 marks) Mark This is a part of news report:
This weekend, an East Coast Low has been ravaging the east coast of Australia.
a) Identify the type of weather systems are east coast lows usually associated with? 1
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b) State risks associated with east coast lows. 3
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The maps below show regions within Australia with different Bushfire risks and climatic
zones.
BUSHFIRE RISKS CLIMATIC ZONES
17
Mark c) Use the information provided in the maps to suggest reasons for the distribution of
bushfire hazard zones across Australia.
3
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Question 29 (5 marks) A good analogy for a magma chamber and the explosive volcano in the upper crust is
opening a bottle of lemonade. The graph on the right shows the different silica amount
against the gas amount with different types of magma.
Analogy
Least Most explosive
18
Mark Using the graph and the analogy, analyse the relationship between the type of magma
produced and the explosivity of eruptions.
5
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Question 30 (6 marks)
The following photo is of a toppled high-rise building in a magnitude 6.4 earthquake that
rocked the region of Taiwan.
19
Mark a) Describe how tall buildings can be made resistant to the effects of earthquake. 3 __________________________________________________________________________
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Read the following news article:
The devastating Indian Ocean tsunami of 26th December 2004 was caused by the largest earthquake that has been recorded in 40 years. Within minutes of the quake occurring the Tsunami Warning Centers in Hawaii and Alaska knew of the potential for a severe tsunami in the Indian Ocean.
The Centers have fast and efficient methods off alerting Pacific nations of an approaching tsunami but there is no system in place for warning countries bordering the Indian Ocean. SBS World News reported that staff at the Centers tried in vain to contact officials in the affected countries but the warnings did not reach the coastal areas in time.
b) Evaluate the effectiveness of a technologies in predicting earthquakes. 3 __________________________________________________________________________
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Question 31 (5 marks)
The diagram shows variations in the ratio of O-16 and O-18 in the ocean during glacial and
non-glacial periods.
a) Explain why the ocean is enriched in O-18 during the periods of glaciation. 2 __________________________________________________________________________
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21
Mark b) Discuss the role of variations in oxygen isotopes in sea floor sediments for providing
evidence of past climates
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Question 32 (7 marks) The graph shows how much of the waste produced by Australia’s is recycled and landfilled.
a) What is the total of Household waste produced by Australia in 2016. 1 __________________________________________________________________________
b) What percentage of the household waste produced is recycled? 2
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22
Mark c) A student said, “Landfills are cheaper way to manage solid waste, compared to recycling”.
Do you agree?
Evaluate whether landfills are a sustainable solution for solid rubbish disposable.
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Question 33 (3 marks) Complete the table below to explain some consequences of global warming. 3
Possible consequences
of global warming
Explanation
Increased sea levels
Increased frequency of
severe weather
Loss of Life
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Question 34 (4 marks) In class you investigated the composition of school waste. Outline how you conducted this practical and how you collected the data. 4 __________________________________________________________________________
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The End
24
correct
Student Name…………………………………………
2019 HIGHER SCHOOL CERTIFICATE EXAMINATION
EARTH AND ENVIRONMENTAL SCIENCE
Use the multiple-choice answer sheet provided for Questions 1-20
Select the alternative A, B, C or D that best answers the question. Fill in the response oval
completely.
Sample 2 + 4 = (A) 2 (B) 6 (C) 8 (D) 9
A B C D
If you think you have made a mistake, put a cross through the incorrect answer and fill in the new
answer.
A B C D
If you have changed your mind and have crossed out what you consider to be the correct answer,
then indicate this by writing the word correct and drawing an arrow as follows:
A B C D
Student Number
25
2019 EES Trial Exam Marking GuidelinesSection IMultiple choice:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20B D B B A C A B A A B D D C D A D D C A
Section II Question 21 (a)
Criteria MarksIdentifies the correct answer 1
Sample answer: ChicxulubQuestion 21b)
Criteria MarksDemonstrates an understanding of a mass extinction Describes the impact of a meteor Provides reasons why a meteor impact results in a mass extinction
4
Demonstrates an understanding of a mass extinction Describes the impact of a meteor Links the meteor impact to a mass extinction
3
Sketches in general terms the characteristics of a meteor impact and attempts to link it to a mass extinction
2
Provides some relevant information 1Sample answer:The impact of a meteor will cause initial shockwaves at the impact site and can force tonnes of ejecta (gas, dust and particles) into the atmosphere. This ejecta can enter the upper atmosphere and circle the globe, affecting global climate by blocking the sunlight thus reducing photosynthesis. This causes ecosystem collapse, resulting in many entire families worldwide dying out, causing mass extinctions.Question 22 a)
Criteria MarksProvides a valid strategy for each gas 2Provides a valid strategy for one gas 1
Gas Local or global strategy to decrease emissions of gas
Methane Use anaerobic digesterSulfur dioxide Develop electric vehicle
Sample Answer:Criteria MarksExplains how TWO strategies identified in part (a) reduce the emissions of the relevant gases 2
Explains how ONE strategy identified in part (a) reduces the emissions of the relevant gas
1
Question 22 b)Sample answer:
Anaerobic digesters on landfill sites capture methane thus stopping its release into the atmosphere. Using renewable energy sources such as solar power reduces the amount of carbon dioxide released from the burning of fossil fuels in power stations.Question 23
Criteria MarksDiscusses the Urey- Miller experiment Explains its significanceMakes a judgement about the experiment
3
Discusses the Urey- Miller experiment Explains its significance ORMakes a judgement about the experiment
2
Provides some relevant information 1Sample answer:The Miller–Urey experiment was a chemical experiment that simulated the conditions thought at the time to be present on the early Earth, and tested the chemical origin of life under those conditions. The experiment supported Alexander Oparin's and Haldane. It was a breakthrough as it demonstrated that organic molecules of life could be formed on the primitive Earth itself.
Question 24Criteria MarksDemonstrates an extensive knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formationUses the graphical timeline in the correct orderDescribes the impact of evolution of cyanobacteria and photosynthesisRelates the oxygenation of the atmosphere to the life on landUses specific and appropriate terminology and progression of thought
6
Demonstrates a very good knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formationUses the graphical timeline in the correct orderDescribes the impact of evolution of cyanobacteria and photosynthesisRelates the oxygenation of the atmosphere to the life on landUses suitable terminology and progression of thought
5
Demonstrates a good knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formationUses the graphical timeline in the correct orderDescribes the impact of evolution of cyanobacteria and photosynthesisRelates the oxygenation of the atmosphere to the life on landUses limited terminology and progression of thought
4-3
Demonstrates a limited knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formation but not in a sequential orderUses the graphical timeline in the correct order
2-1
Criteria MarksDemonstrates an extensive knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formationUses the graphical timeline in the correct orderDescribes the impact of evolution of cyanobacteria and photosynthesisRelates the oxygenation of the atmosphere to the life on landUses specific and appropriate terminology and progression of thought
6
Demonstrates a very good knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formationUses the graphical timeline in the correct orderDescribes the impact of evolution of cyanobacteria and photosynthesisRelates the oxygenation of the atmosphere to the life on landUses suitable terminology and progression of thought
5
Demonstrates a good knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formationUses the graphical timeline in the correct orderDescribes the impact of evolution of cyanobacteria and photosynthesisRelates the oxygenation of the atmosphere to the life on landUses limited terminology and progression of thought
4-3
Demonstrates a limited knowledge of the changes in the atmosphere, hydrosphere and geosphere as a result of changes in the biosphere.Links the formation of oxygen to Banded iron formation but not in a sequential orderUses the graphical timeline in the correct order
2-1
Sample answer:When Earth formed 4.6 billion years ago from a hot mix of gases and solids, it had almost no atmosphere. Earth’s original atmosphere was rich in methane, ammonia and water vapour. As Earth cooled, an atmosphere formed mainly from gases spewed from volcanoes. It included hydrogen sulfide, methane, and ten to 200 times as much carbon dioxide as today’s atmosphere. After about half a billion years, Earth’s surface cooled and solidified enough for water to collect on it. 2.7 billion years ago, bluish-green organisms called cyanobacteria evolved in Earth’s oceans. They made free oxygen from carbon dioxide, water, and sunlight—the process called photosynthesis. After photosynthetic bacteria had been making oxygen for about 300 million years, enough oxygen built up in the atmosphere to oxidize (combine with) the iron in rocks and soil to make reddish iron oxide called the banded iron formations, as shown in the graph. By 600 million years ago, the oxygen in the atmosphere reached about one-fifth of today’s level (21 percent). The oxygen boom favored the evolution of lifeforms that could use oxygen to create energy. For other organisms, oxygen was poisonous, and they were forced into extreme airless habitats or into extinction. Some scientists say that the increase in oxygen helped fuel the burst of sea life known as the Cambrian explosion, 530 to 509 million years ago, including the evolution of eurypterids and trilobites.
Question 25Criteria MarksDemonstrates an extensive knowledge of the chosen resourceExplains how this resource is found – mentions 2 exploration techniquesExplains how this resource is extracted and /or managedDiscusses how the resource is used Explains whether it can be extracted sustainably to meet the current and projected demandsUses specific terminology and progression of thought
9
Demonstrates a good knowledge of the chosen resourceExplains how this resource is found – mentions 2 exploration techniquesDiscusses how this resource is extracted and /or managedDiscusses how the resource is used Explains whether it can be extracted sustainably to meet the current and projected demandsUses suitable terminology and progression of thought
7-8
Demonstrates some knowledge of the chosen resourceExplains how this resource is found – mentions 2 exploration techniquesDiscusses how this resource is extracted and /or managedDiscusses how the resource is used Explains whether it can be extracted sustainably to meet the current and projected demandsUses suitable terminology and progression of thought
5-6
Demonstrates limited knowledge of the chosen resourceExplains how this resource is found – mentions 1 exploration techniqueOutlines how this resource is extracted and /or managedStates how the resource is used States whether it can be extracted sustainably to meet the current and projected demandsUses some terminology
3-4
Demonstrates basic knowledge of the chosen resourceStates some relevant information about exploration or extraction
1-2
Sample answer:Various answers depending on students chosen resource.
Question 26a)Criteria MarksStates a hypothesis that the student would be testing using the set up. 1
Sample answer:The carbon dioxide in the bottle will rise in temperature as the lamp heats up the bottle.
Question 27b)Criteria MarksDescribes what greenhouse effect is.Explains how this model would be used by the student to explain the cause of greenhouse effect.
3
Describes what greenhouse effect is.States some relevant information about how this model would be used by the student to explain the cause of greenhouse effect.
2
Describes what is greenhouse effect ORStates some relevant information about how this model would be used by the student to explain the cause of greenhouse effect.
1
Sample answer:
The UV radiation from the lamp passes through the glass bottle wall of a greenhouse and is absorbed by the greenhouse gas, carbon dioxide, which raises the temperature which is recorded by the probe. This is known as greenhouse effect, similar to what happens when you have increased levels of greenhouse gases in the Earth’s atmosphere. The control with the normal air should not show much of an increase in the temperature.
(When the radiation from the sun strike Earth's atmosphere in the form of visible light, plus ultraviolet (UV), infrared (IR), about 30 percent of the radiation striking the Earth is reflected back out to space by clouds, ice and other reflective surfaces. The remaining 70 percent is absorbed by the oceans, the land and the atmosphere.
And release heat in the form of IR thermal radiation, which passes out of the atmosphere into space. The balance between incoming and outgoing radiation keeps Earth's overall average 15 degrees Celsius.)
Question 22c)Criteria MarksExplains how the student will ensure reliability of the data collected with repetition and consistent temperature increases with each repetition.
2
States that student needs to repeat the experiment 1
Criteria MarksExplains how the student will ensure reliability of the data collected with repetition and consistent temperature increases with each repetition.
2
States that student needs to repeat the experiment 1
Sample answer:The student should repeat the experiment many times and collect consistent data in terms of increase in temperature in the bottle with the carbon dioxide present.Question 22d)
Criteria MarksIdentifies two limitations of this model in understanding the Earth’s greenhouse effect 2
Identifies one limitation of this model in understanding the Earth’s greenhouse effect 1
Sample answer:This model only uses one greenhouse gas whereas in reality there are many gases which increases the temperature.The model shows the lamp which represents the sun, which is a very weak imitation. Question 27 a)
Criteria MarksIdentifies an alternative energy source
Discusses at least ONE positive AND ONE negative argument regarding the effectiveness of the alternative energy sourceMakes a judgement offering a supported opinion on the overall effectiveness of the alternative energy source
4
Identifies an alternative energy sourceStates at least ONE positive AND ONE negative argument regarding the effectiveness of the alternative energy sourceComments on the overall effectiveness of the alternative energy source
3
Identifies an alternative energy sourceStates at least ONE positive ORONE negative argument regarding the effectiveness of the alternative energy sourceComments on the overall effectiveness of the alternative energy source
2
Provides some relevant information 1
One alternative energy source is hydroelectricity. Following its construction, a hydroelectric power station does not produce any Greenhouse Gases while it generates electricity. The coast of establishing a hydroelectric power station is also relatively low compared with coal power stations. However, hydroelectricity relies on a steady flow of water to operate. In the Australian context, hotter and drier climatic conditions reduce the amount of water available to be used by these stations, which can reduce their effectiveness into the future. Overall though, if climatic modelling can help select a suitable viable location, a hydroelectric power station can be very effective in mitigating the release of Greenhouse Gases.
Question 27 b)Criteria Marks
Explains an adaptation strategy for the Enhanced Greenhouse Effect in urban design
Provides TWO positive AND/OR negative arguments regarding the effectiveness of the adaptation strategyMakes a judgement on the overall effectiveness of the adaptation strategy
4
Explains an adaptation strategy for the Enhanced Greenhouse Effect in urban design
Provides ONE positive AND/OR negative arguments regarding the effectiveness of the adaptation strategyMakes a judgement on the overall effectiveness of the adaptation strategy
3
Outlines an adaptation strategy for the Enhanced Greenhouse Effect in urban designProvides ONE positiveOR a negative argument regarding the effectiveness of the adaptation strategy
Supplies a value judgement offering a supported opinion on the overall effectiveness of the adaptation strategy
2
Outlines an adaptation strategy for the Enhanced Greenhouse Effect in urban design 1
Sample Answer:One adaptation strategy in urban design is the construction of better stormwater management systems to cope with the more frequent and more severe storms expected to hit urban areas. For example, stormwater tanks and wetlands are able to collect peak stormwater flows to prevent them flooding streets. An added advantage is that the water that they store can be reused in the urban setting as water for gardens or washing the dirty streets and footpaths. When designed properly this can be an effective adaptation strategy for storms associated with an Enhanced Greenhouse Effect.
Question 28 a)Criteria MarksIdentifies the type of weather systems are east coast lows usually associated with 1
Cyclone (flooding with heavy rainfall and strong winds) or stormsQuestion 28 b)
Criteria MarksStates three risks associated with east coast lows. 3
States two risks associated with east coast lows. 2States one risk associated with east coast lows. 1
Falling trees and branches can damage vegetationAnimals may lose their homes due to falling treesIntense rain can cause landslides especially on steeped slopes causing loss of habitats and animal lives or threatened species.Question 28c)
Criteria MarksUses the information provided in the maps to give two reasons for the distribution of bushfire hazard zones across Australia.
3
Uses the information provided in the maps to give two reasons for the distribution of bushfire hazard zones across Australia.
2
Gives some relevant information 1
As can be seen from the maps, the regions of highest bushfire risk are associated with the temperate climate conditions along the southern coastal areas of NSW, Victoria and Western Australia. These climatic conditions support dry sclerophyll forests. The plants in these forests have hard dry leaves which build up dense layer of leaf litter on the forest floors. This provides a plentiful fuel for bushfires to take hold and spread rapidly. These regions also experience extremely dry conditions which are the major factor contribution to bushfire.
Question 29Criteria MarksDemonstrates a thorough understanding of the relationship between the type of magma and explosiveness of volcanoesUses analogy to link to the graphUses data from the graph to support analysis Uses specific and appropriate terminology and progression of thought
5
Demonstrates a good understanding of the relationship between the type of magma and explosiveness of volcanoesUses analogy to link to the graphUses some data from the graph to support analysis Uses suitable terminology and progression of thought
4
Demonstrates some understanding of the relationship between the type of magma and explosiveness of volcanoesRefers to the graph to support analysis Uses some appropriate terminology and progression of thought
3
Provides some understanding of the relationship between the type of magma and explosiveness of volcanoesUses some appropriate terminology and progression of thought
2
Provides some relevant information 1
Criteria MarksDemonstrates a thorough understanding of the relationship between the type of magma and explosiveness of volcanoesUses analogy to link to the graphUses data from the graph to support analysis Uses specific and appropriate terminology and progression of thought
5
Demonstrates a good understanding of the relationship between the type of magma and explosiveness of volcanoesUses analogy to link to the graphUses some data from the graph to support analysis Uses suitable terminology and progression of thought
4
Demonstrates some understanding of the relationship between the type of magma and explosiveness of volcanoesRefers to the graph to support analysis Uses some appropriate terminology and progression of thought
3
Provides some understanding of the relationship between the type of magma and explosiveness of volcanoesUses some appropriate terminology and progression of thought
2
Provides some relevant information 1
The explosivity of an eruption is primarily determined by the silica content of the magma. The graph shows that as the silicon dioxide content increases and the percentage weight of gases increases, so the explosivity of magma eruptions. The higher content silica is felsic in nature and the lower content of silica is mafic. The cooler the temperature at which magma is generated the higher the silica content and viscosity of magma. The analogy of the bottle explains how the gases build up in the magma chamber with high silica and high gas, eventually erupting explosively. As magma rises closer to the surface, the pressure surrounding it drops and the gases come out of solution to form bubbles. With the bottle agitated, this builds up the gas content and then when you open the cork, the gases escape with the fluid violently.
Question 30 a) Criteria MarksDemonstrates in detail an understanding of how earthquakes cause damage to tall buildingsDescribes how tall buildings can be made resistant to the effects of earthquake.
3
Demonstrates some understanding of what causes damage to tall buildingsOutlines how tall buildings can be made resistant to the effects of earthquake.
2
Provides some relevant information 1
In poor countries residents live in poorly constructed buildings due to lack of regulations that are particularly vulnerable to collapse during earthquakes. Also proximity to the tectonic boundary and lack of infrastructure to deal with such events places these building in great danger of collapsing.Since the damage caused to buildings is caused by poor constructions, it is best to engineer structure that can withstand ground shaking. The following are some improvements:Rubber shock absorbers to absorb earth tremors. It reduces the magnitude of the shock waves by converting the seismic wave energy into heat energy which is then transferred into hydraulic fluidSteel frames which can sway during earth movementsComputer controlled weights on the roof to resist movements.Outer panels flexibly attached to the steel structure.
Question 30 b)Criteria MarksNames a technology used in predicting earthquakes.Describes the technology and how it is usedMakes a judgement on the effectiveness of a technologies in predicting earthquakes.
3
Names a technology used in predicting earthquakes.States the use of the technologyMakes a judgement on the effectiveness of a technologies in predicting earthquakes.
2
Provides a relevant information 1
Criteria MarksNames a technology used in predicting earthquakes.Describes the technology and how it is usedMakes a judgement on the effectiveness of a technologies in predicting earthquakes.
3
Names a technology used in predicting earthquakes.States the use of the technologyMakes a judgement on the effectiveness of a technologies in predicting earthquakes.
2
Provides a relevant information 1Sample answer:Strainmeters measure horizontal displacement between two points on either side of an active fault as well as the build up of pressure within rocks. When set up as a network they are able to detect the gradual build -up and release of pressure in small precursor events which may lead up to an earthquake.Strainmeters are extremely sensitive and they are only useful for providing warnings of approaching earthquake but cannot provide an exact time and location necessary for reliable predictions. Also these are only used in established zones and so they are not of any use for predicting earthquakes outside of these area.
Question 31a)Criteria MarksExplains why the ocean is enriched in O-18 during the periods of glaciation. 2
States why the ocean is enriched in O-18 during the periods of glaciation. 1
Sample answer:O-16 is more readily evaporated as it is lighter than 0-18. During glacial periods the O-16 is precipitated as ice and snow and held in ice caps leaving the oceans with slightly higher O-18 ratio.
Question 31b)Criteria MarksDemonstrates an extensive knowledge of how Forams trap oxygen in their carbonate shells.Differentiates the concentration of oxygen between the glacial and non-glacial periodLinks how these data can provide historical record of climate
3
Demonstrates a good knowledge of how Forams trap oxygen in their carbonate shells.Differentiates the concentration of oxygen between the glacial and non-glacial periodLinks how these data can provide historical record of climate
2
Provides some relevant information 1Sample answer:
Forams trap oxygen from the ocean in their carbonate shells as they form. These shells hold a record of the oxygen isotopic ratio at the time of their formation. If the shells were formed during glacial periods, they would have slightly higher levels of O-18 than if they were formed during the interglacial periods. The larger the sheets the higher the levels of O-18 and the colder the climate.Ocean sediments cores can provide a historical record of the climate change by measuring variationsin the oxygen isotope ratios of ocean sediments along the core.
Question 32a)Criteria MarksStates the total of Household waste produced by Australia in 2016 1
Sample answer:13.3 MtQuestion 32b)
Criteria MarksWorks out the percentage of the household waste produced that is recycled 2
States the percentage of the household waste produced that is recycled 1
Sample answer:5.6/13.3 x 100 = 42.1%
Question 32c)
Criteria MarksDemonstrates a thorough understanding of environmental problems with landfillsMakes a judgement about whether landfills are a sustainable solution for solid rubbish disposable giving two
4
Demonstrates a good understanding of environmental problems with landfillsMakes a judgement about whether landfills are a sustainable solution for solid rubbish disposable giving two
3
Demonstrates some understanding of environmental problems with landfillsExplains whether landfills are a sustainable solution for solid rubbish disposable giving two
2
Provides some relevant information 1Sample answer:
Sending wastes to landfill may appear to be cheaper than recycling since less labour, processing and
transportation is required. However, this is deceiving as the cost to the environment needs to be considered. The three most important problems with landfill are toxins, leachate and greenhouse gases. Leachate is the liquid formed when waste breaks down in the landfill and water filters through that waste. This liquid is highly toxic and can pollute the land, ground water and water ways. When organic material such as food scraps and green waste is put in landfill, it is generally compacted down and covered. This removes the oxygen and causes it to break down in an anaerobic process. Eventually this releases methane, a greenhouse gas that is 25 times more potent than carbon dioxide. The implications for global warming and climate change are enormous. Methane is also a flammable gas that can become dangerous if allowed to build up in concentration. Composting your food scraps and green waste in a compost bin eliminates many of these problems.
Apart from the financial costs, garbage buried in landfill breaks down at a very slow rate and remains a problem for future generations.
The landfills are not sustainable in the long term, even though the amount of wastes sent to them has been decreasing since 2002 due to waste less and recycle initiative in 2012, there has been further falls in rubbish since 2013.
Question 33Criteria MarksExplain the three consequences of global warming 3
Explains two consequences of global warming 2Explains two consequences of global warming 1
Possible consequences of global warming Explanation
Increased sea levels
Thermal expansion of sea water, melting glaciers from Greenland and Antarctica will reclaim low lying coastal land in many regions. It will force people (pacific islands) to move in masses- greenhouse refugees
Increased frequency of severe weather
Computer models have suggested that severe weather event such as hurricane, droughts, floods, heatwaves, tornadoes will increase in frequency and can cause damage to the environment or organisms
Loss of Life
Many people will lose life or succumb to death, due to mass movement. Loss of habitats, and other organisms can also occur.
Possible consequences of global warming Explanation
Increased sea levels
Thermal expansion of sea water, melting glaciers from Greenland and Antarctica will reclaim low lying coastal land in many regions. It will force people (pacific islands) to move in masses- greenhouse refugees
Increased frequency of severe weather
Computer models have suggested that severe weather event such as hurricane, droughts, floods, heatwaves, tornadoes will increase in frequency and can cause damage to the environment or organisms
Loss of Life
Many people will lose life or succumb to death, due to mass movement. Loss of habitats, and other organisms can also occur.
Question 34Criteria MarksOutlines all the steps needed to conduct safely the audit of school wasteOutlines how the data was collected
4
Outlines most of the steps needed to conduct safely the audit of school wasteOutlines how the data was collected
3
Outlines some of the steps needed to conduct safely the audit of school waste 2
Provides some relevant information 1
1. Use plastic mats on the ground and label them with different categories (To avoid contamination of the ground)2. Plastic gloves were worn to prevent any micoorganisms spreading3. Rubbish was collected over a week from all the different locations in the school: school ground,Rooms, offices, playground.4. Once they were all categorized, e.g. plastic wrappers, food scraps, paper, cardboards etc they were placed in plastic buckets.5. The bucket were weighed using scales.6. Results were recorded in tables and graphed.