2024 CJC Prelim P2 Mark Scheme

Catholic Junior College JC2 Preliminary Examinations Higher 2 GEOGRAPHY 9173/02 10 September 2024 3 hours READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your class and name on all the work you hand in. Write in dark blue or black pen on both sides of the paper. You may use an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE ON ANY BARCODES. Answer Question 1 in Section A. Answer Question 2 in Section B. Answer one question in Section C. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. This document consists of 8 printed pages

2 Proposed mark scheme 1 (a) Explain the suitability of the students’ research question. [4] Award 1m for each valid point. Award a maximum of 1 additional mark for further development of each point. • The scope of the investigation is manageable as 4 students are able to cover the neighbourhood of East Austin on both days. [1] • The neighbourhood of East Austin is easily accessible as it is located near major roads as shown in Resource 1. [1] Furthermore, as the students are from East Austin, they are familiar with the neighbourhood and will know how to navigate around easily. [+1] • The liveability needs of the elderly is clearly defined as physical wellbeing, which makes the research more focused and targeted. [1] Students can easily collect data on the physical wellbeing of the elderly through interviews and questionnaires. [1] • The age group of the elderly is clearly defined as 65 years and above, which helps students to know who to identify as part of their target group. [1] AO1 (b) With reference to Resource 1 and 2, suggest how students could reduce potential risks. [6] Award 1m for each valid point. Award a maximum of 1 additional mark for further development of each point. • To reduce this risk, students should take extra care while crossing the roads and look on both sides of the roads before crossing. [1] According to Resource 1, students would have to cross the roads to navigate around the neighbourhood, which puts them at risk of traffic accidents. [+1] • To reduce this risk, students should wear light and cool clothings and wear a cap to protect themselves from the direct sun. [1] As seen in Resource 2, the area outside the senior center and at the trail lacks sufficient shelter, which may cause students to be exposed to the direct sun and suffer from heatstroke or sunburn. [+1] • To reduce this risk, students should bring along umbrellas and ponchos, or do a site recce to know where the nearest sheltered area is that they can quickly move to in the event of a downpour. [1] The lack of shelter as shown in Resource 2 may also put students at risk of being drenched should they be caught in heavy rain. [+1] AO1 (c) With reference to Resource 2, suggest how rising heat may affect the physical wellbeing of elderly residents in East Austin. [5] Award 1m for each valid point. Award a maximum of 1 additional mark for further development of each point. • As the waiting area at the senior activity center is not indoors, the elderly in the waiting area are still exposed to the sun and heat. [1] This may cause headaches and discomfort for those who are waiting for long hours. [+1] • Due to the lack of comfortable seating at the waiting area of the senior activity center, elderly who wish to rest can only do so on the benches under the direct sun, which could cause discomfort and heat stress. [1] • Rising heat may also pose challenges for elderly who wish to be physically fit and frequent the Boggy Creek Greenbelt trail often, as the trail seems

3 fairly exposed, with only trees providing shelter from the heat. [1] As the elderly may already be physically exhausted from their exercise, rising heat may cause breathing difficulties for them. [+1] • Furthermore, rising heat may also lead to higher instances of rainfall, which could cause the ground to be slippery and muddy, especially at the trail. [1] This could pose a higher risk of slipping and falling for elderly. [+1] AO2 (d) Explain th ree criteria students could use to select participants to take their questionnaire. [5] Award 1m for each valid point. Award a maximum of 1 additional mark for further development of each point. • Students should ensure that the participants in their survey are all elderly residents above age 65 to be relevant to the target group in the research question. [1] • Students may also adopt quota sampling to ensure that there is representation across male and female elderl y, such as 10 male and 10 female participants. [1] This is because the physical wellbeing needs may differ between male and female elderly, as they may be prone to different types of health problems. [1] • As the physical condition of elderly may decrease with age, students can also ensure a spread of elderly across different age groups. [1] For example, they can ensure there is representation among different age groups of 65-70, 71-75, 76-80 and above 80 years of age. [1] AO1 (e) Explain why the sequence of the students’ data collection was useful in improving the accuracy and/or reliability of their investigation. [5] Award 1m for each valid point. Award a maximum of 1 additional mark for further development of each point. • Before the start of the fieldwork, students read newspaper articles to find out more about the health risks associated with rising heat. This is useful in providing them with accurate information on how rising heat can affect the physical wellbeing of the elderly as newspapers are likely credible sources of information. [1] • The knowledge of potential health risks can help students be more aware of what to observe when they take their photographs at the start of the fieldwork/ [1] • Taking photographs can help students be more familiarised with how the area may allow for rising heat to affect the physical wellbeing of the elderly. [1] This could help the students craft more accurate interview questions about the impacts of rising heat, that are directly relevant to the elderly’s experience of the neighbourhood. [1] • Based on their findings from the first day, the students went home and crafted a questionnaire to collect further data the next day. This provided sufficient time for students to consolidate their findings and be able to craft a questionnaire based on up-to-date, reliable information from their primary research. [1] This may include information not previously found in their secondary research but experienced by the elderly they have interviewed. [1] AO2 (f) Suggest improvements to the representation of the data as shown in Resource 3. [5]

4 Award 1m for each valid point. Award a maximum of 1 additional mark for further development of each point. • Change the line graph to a bar graph / Pie chart [1] • This is because a line graph is best suited for trends over time, as opposed to discrete conditions. [+1] • The bars of bar chart should represent the health conditions, instead of strength of agreement. [1] • This would allow students to compare the strength of/proportion of agreement across health conditions. [+1] • Use different colours for ease of visualisation/reading at a glance. [1] • Use patterns for the bar graph/pie chart to allow colour -blind students to see. [1] AO2 (g) Evaluate the students’ investigation of whether rising heat has affected the physical wellbeing of elderly residents in East Austin. [10] Possible Approaches: Candidates could evaluate the investigation by reviewing the da