2025 DHS Prelim P2 ANS

Name: Class: Centre Number: Index Number: _________________________________________________________________________ HIGHER 2 GEOGRAPHY 9173/02 PAPER 2 Friday 18 Sept 2025 3 hours Additional materials: Insert _________________________________________________________________________ Section A Cluster 4 Fieldwork 1 (a) Suggest a hypothesis and explain why it is appropriate for the investigation. [4] Award 1 mark for a valid hypothesis suggested. Award 1 mark for each explanation of why the hypothesis is appropriate, to a maximum of 3 marks. Possible responses include: - The suggested hypothesis is “Along Sungei Bedok, residential land use is subject to the highest flood risk compared to other land uses”. [1 mark] - The hypothesis is crafted at a suitable scale because it is focused only on a stretch of Sungei Bedok, making it manageable for 10 students to collect field data within the available time. [1 mark] - The hypothesis is clearly defined as both the location (Sungei Bedok) and the variable under study (flood risk in residential areas relative to other land uses) are explicitly stated, avoiding ambiguity. [1 mark] - The hypothesis is researchable/measurable as flood risk can be quantified using the bi- polar survey indicators as well as calculations of channel capacity, which allow comparisons across land uses. [1 mark] (b) Explain why it was important for students to go on a recce trip before the actual fieldwork. [5] Award 1 mark for each explanation of the importance of a recce trip, to a maximum of 5 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Possible responses include: – As part of risk assessment, students could identify potential hazards along the river (e.g. steep canal banks, traffic along Upper Changi Road), which helps them put in place safety measures before the actual investigation. [1 mark] - By visiting in advance, they could determine which sites along Sungei Bedok were accessible for data collection and which ones required them to write in to ask permission for access. [1 mark] DUNMAN HIGH SCHOOL PRELIMINARY EXAMINATION Year 6

2 2025/9173/P2/Prelim Exam/ANS for JC sharing (c) Explain how features shown in Resource 2 could mitigate flood risk. [4] Award 1 mark for each explanation of how river features could mitigate flood risk, to a maximum of 4 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Possible responses include: - The river has a wide cross-section, which increases its capacity to hold more stormwater before overflowing. [1 mark] - The smooth, unvegetated riverbed reduces friction and obstacles, enabling water to drain away quickly without being slowed by vegetation. [1 mark] (d) With reference to Resource 2, describe how bankfull depth and width can be measured accurately. [5] Award 1 mark for each explanation of how bankfull depth and width can be measured, to a maximum of 5 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Possible responses include: - Students can use appropriate equipment such as a long enough measuring tape or a trundle wheel to span the width of Sungei Bedok, and a ranging pole long enough to reach the channel bed from bankfull level. [1 mark] - When measuring bankfull width, students can stretch the long measuring tape in a level and taut manner, across the channel from one bankfull mark to the other. [1 mark] (e) With reference to Resources 1 and 2, describe the risks faced by the students during data collection. [4] Award 1 mark for each description of risk, whether potential or actual to a maximum of 4 marks. Award a maximum of 1 additional mark for further development of each description, where applicable. Possible responses include: - Traffic hazards seen in R1 could pose risk of accidents to students as students have to cross Upper Changi Road to access the entire stretch of Sungei Bedok for their survey. [1 mark] - The absence of shelter along the canal meant students faced risks to being directly exposed to adverse weather, including heavy rain or lightning. [1 mark] (f) Using Resource 4, sketch a graph to present the ‘net score’ for each land use. [4] Award 1 mark for title, 1 mark for clearly labelled axes, 2 marks for complete and proportionate sketch which presents net score of each land use.

3 2025/9173/P2/Prelim Exam/ANS for JC sharing (g) Suggest two types of additional data the students could collect to strengthen their investigation. [4] Award 1 mark for each suggested data type, up to a maximum of 2 marks. Award 1 mark for each explanation of how data strengthens investigation, up to a maximum of 2 marks. Possible responses include: - Another piece of data is perception or experience of flood risk of people who live, work or frequent the different land uses in the Sungei Bedok area. [1 mark] - This strengthens the investigation because it provides first-hand insights into how flood events have affected different land uses, complementing the students’ own perceptions and their own field measurements. [1 mark] (h) Evaluate the students’ investigation of flood risk across land uses along Sungei Bedok. [10] Award marks based on Generic Level Descriptors (see below). Candidates could approach the evaluation by noting that validity was supported through methods aligned with flood risk, though some sites were less relevant. Candidates could approach reliability by recognising issues with subjective bi -polar scoring, limi ted sampling, and single channel measurements. Candidates could approach accuracy by highlighting one- off readings, human error, and flawed indicators, suggesting improvements with stratified sampling, repeated measurements, and secondary data. Section B Cluster 3 Sustainable Future and Climate Change 2 (a) Describe the relationship between development and sustainability of the countries shown in Resource 5. [4] Award 1 mark for each description of the relationship, with relevant data support, to a maximum of 4 marks. Award a maximum of 1 additional mark for further development of each description, where applicable. General relationship: With higher level of development, sustainability decreases. Strong relationship: Countries with very high HDIs are unsustainable; low HDIs very sustainable. Weaker relationship: moderate and high HDIs – larger range of sustainability

4 2025/9173/P2/Prelim Exam/ANS for JC sharing (b) With reference to Resource 5, explain the possible challenges for the countries, with very high development and low development, in achieving sustainable urban development. [5] Award 1m for explanation of each challenge to a maximum of 4 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Award a maximum of 2 marks for explanation of challenge for either the countries with very high development or low development. Very high human development Environmental integrity hard to achieve: huge demands placed on the natural environment to maintain present standards of living equated with high HDI and high EF ie high level of development (economic) and affluence (socio-economic) drive high demand for fresh resources and waste absorption [1] large amount of waste especially carbon emissions due to energy intensive services sector and economic production and affluent lifestyles and non-hazardous solid waste due to ‘use & discard mentality’ [additional 1m] (c) With reference to Resources 6A, 6