The key words found in each question are the essential element to unlocking all HSC science exams. The first thing you should do, before putting pen to paper, is identify the key words and what the question requires.

The content, design and structure of your answers should be guided by what each key word requires you to do, such as 'outline', 'contrast' or 'describe'. Some questions may also ask 'how'. This means 'explain how', requiring 'cause and effect' statements in your answer with a connecting link word such as 'because' or 'so'.

In each exam the extended response questions enable you to demonstrate your wide knowledge of the course and to draw on and explain concepts across the Prescribed Focus Areas and the Domain of the syllabus.

Knowledge of first hand investigations in is essential as is the ability to describe a procedure, interpret data and communicate results.

These questions also require you to demonstrate a clear understanding of the concepts of designing a fair test, identifying dependent and independent variables and discussing the concepts of validity, reliability and accuracy of results. Also, refer to the Science Course Performance Descriptions to guide you.

Finally, as well as the syllabuses, refer to the Science Course Performance Band Descriptions, assessment and reporting materials, past exam papers, marking guidelines and notes from the marking centre, on the BOSTES site and Students Online for more study resources and exam advice.

Kerry Sheehan, Science Inspector, BOSTES.

Biology

To prepare well for the Biology exam you should be familiar with Section 9.1 of the syllabus.

The skills in this section will be assessed so you need to have a good understanding of all the activities and first hand investigations. It is essential that you understand and can explain reliability, validity and accuracy. You will also need to have a clear understanding of the language of biology to explain biological processes.

There are key words in the questions that are critical. Some questions start with 'how', this means 'explain how' requiring cause and effect statements in your answer with a connecting link word such as 'because' or 'so'.

Other questions may start with 'why', 'outline', 'describe'. Do what the key words ask. Also in Biology the guiding words (eg impacts) or statements (eg from this diagram) will direct your answer, and plurals (eg technologies) will tell you how many examples to use. A plural will require at least two examples. Use more examples depending on the mark value of and detail required in the question.

The Biology paper often examines your knowledge of 'designing or analysing an experiment'. So you need to know about:

• Designing a fair test.
• Setting up a control and understanding why it is required.
• Identifying the dependent, independent and controlled variables.
• Identifying what type of data will be collected (qualitative or quantitative).

Your answers should be succinct and cohesive; spend a short time planning what you are going to write. Use diagrams, tables or dot points wherever possible to support your answer, even if there are only lines provided in the answer booklet.

Visit the BOSTES website for more about Biology.

Margaret Shepherd, Project Officer, Science (K-12,  Catholic Education Office Sydney - Southern Region.)

Earth and Environmental Science

The modules within Earth and Environmental Science are interrelated.

It is therefore essential that you know the syllabus well, including the skills section, and can synthesise information from multiple modules in response to the high value extended response questions.

These extended responses provide you with an opportunity to demonstrate your breadth of knowledge of the geological concepts you have studied and to discuss their implications in the environment.

To achieve highly, you need to be able to interpret what the question is asking and apply your broad knowledge to unfamiliar situations.

Make sure you use course specific terminology as it is a key indicator that you have extensive knowledge and understanding of the course content and skills.

The importance of this cannot be underestimated. In the exam you are usually required to identify trends within data, be it from tectonic impacts and the number of natural hazards that have occurred, or from your option. For example, if you are asked to identify and describe the varying numbers of introduced species to a particular environment you may be required to predict an outcome and/or justify an inference from that data.

The key words, to 'identify', 'describe', 'predict' or to 'justify', should guide the structure of your response.

Visit the BOSTES site for more about  Earth and Environmental Science. 

Annie Cahill, Science Teacher, St Vincent's College, Potts Point

Senior Science

The Senior Science exam assesses both knowledge of the content and the science skills developed during the course.

You must know how to interpret information from tables and diagrams, and ensure you are able to draw and interpret graphs.

Revising syllabus content and mind mapping linkages will help you reinforce the concepts and build your confidence.

Make sure you are familiar with all mandatory practical tasks and investigations and know what is required to:

• Design a fair test.
• Identify variables.
• Discuss validity, reliability and accuracy of results.

Carefully read each question to determine what is actually being asked.

Statements such as "with reference to the diagram" should direct your answer, and questions containing plurals (eg, technologies or impacts) require at least two examples.

Highlight the key words in the question and plan your response so that it is succinct and cohesive. Remember, using diagrams, tables and dot points in your answer is acceptable and can often be advantageous.

In questions, key words such as 'explain', 'outline' and 'describe' require more in depth responses.

To answer these use linking words such as 'because' or 'therefore'. Remember 'how?' and 'why?' actually mean explain how/why? Also, use the marks allocated to the question as a guide to the level of depth of response required. Finally, remember to only attempt the one option you have studied. Use any remaining exam time to review and improve your responses.

Visit the BOSTES site for more about Senior Science. 

Ben Hudson, Head Teacher, Science, Figtree High School.