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Use the feedback (formerly known as ‘notes from the marking centre’) to guide preparation for future examinations.
Feedback includes an overview of the qualities of better responses. Feedback may not be provided for every question.
Sections I and II
General Feedback
Students should:
use the number of lines as an indication of the expected length of the response
write legibly using a black pen
indicate the question being answered if using additional booklets
address the key words with coherence and logical thinking
directly answer all parts of the question
write a plan to assist in structuring a long response, using relevant scientific terminology and avoiding the use of colloquial terms
use applied examples with specific details.
using past HSC exam papers and their marking guidelines to practise responses
writing plans for answers from past papers
critically analysing the syllabus dot points.
Student Strengths
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8/6/2018 Chemistry 2017 HSC exam pack | NSW Education Standards
Section I Part B
present data and information and illustrate their response using contextual examples
clearly integrate the stimulus material and answer all parts of the question.
Question 21
directly answer the question and provide relevant data and information, including the correct transcription of the dot to represent an
unpaired electron
use a variety of ways to answer question parts, which may include diagrams and annotations.
Question 22
construct a ruled straight line of best fit going through the origin
plot the points accurately, including the origin, using an appropriate scale
use more than 50% of the grid.
Question 23
use correct terminology such as ‘ions’ when describing the use of a salt bridge
include annotated diagrams to support explanations
use a balanced equation as a basis for completing calculations using moles and mass
set out the calculation clearly identifying at all times the subject of each step.
Question 24
Question 25
answer the question by combining several dot points from sections 9.2.2 and 9.2.3
outline the steps by constructing a flow chart with relevant features
coherently sequence their response to address acid hydrolysis of cellulose into glucose, then fermentation of glucose to ethanol,
dehydration of ethanol to ethylene and finally using addition polymerisation to join ethylene monomers into polyethylene.
illustrate their response with relevant chemical equations such as those for fermentation, dehydration and polymerisation of ethylene.
Question 26
Question 27
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8/6/2018 Chemistry 2017 HSC exam pack | NSW Education Standards
correctly specify sites of, and the polarity of, hydrogen bonding.
Question 28
address the key word ‘outline’ rather than only identifying advantages/disadvantages
demonstrate correct chemistry in the working out for calculations.
Question 29
link the information in the text with the data in the table
state that none of the treatment facilities provided could mitigate increased levels of calcium or phosphate ions
address each of the measures in considering which of X and Y is best and relate unsatisfactory levels to mitigation techniques
identify consequences of each measure being outside an accepted range.
Question 30
Section II
Industrial Chemistry
Biochemistry
Chemistry of Art
refer to the stimulus material (for example, graphs, diagrams) in their response
use models to relate electron movement to energy changes and colour production
demonstrate a good understanding of the different energy levels in different orbitals
explain colour in terms of absorption, reflection and emission of wavelengths of light
explain the bonding of transition metals in complex ions.
Forensic Chemistry
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8/6/2018 Chemistry 2017 HSC exam pack | NSW Education Standards
In better responses, students were able to:
distinguish sodium carbonate from starch and be specific about the colour change in the iodine test for starch
explain how the lines on an emission spectrum are produced to demonstrate understanding of AES
demonstrate understanding of chromotography and the non-polar nature of alkanes vs the polar nature of the alkanols and carboxylic
acids and the need for the mobile phase to be the same polarity as the substances to be separated
illustrate an understanding of electrophoresis with diagrams
use mass spectra to identify substances in blood samples
demonstrate understanding of DNA and the chemistry involved in using DNA to find lost relatives
draw structural formulae for a protein fragment.
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