2022 AHS EGeog Prelims w Ans

ANGLICAN HIGH SCHOOL PRELIMINARY EXAMINATION SECONDARY 4 2022 HUMANITIES (GEOGRAPHY) 2272/02 Paper 2 26 August 2022 1 hour 40 minutes ANSWERS This document consists of 26 printed pages S4 [Turn over

2 Section A Question 1: Tourism Fieldwork A group of students in Singapore investigated Sentosa as a global tourist destination. They interviewed 135 visitors. Two of the questions they asked visitors were which country visitors had travelled from and their length of stay in Singapore. Fig. 1 shows the results of this part of the survey. Fig. 2 is a world map to show the location of the countries shown in Fig.1. Fig. 1 Fig. 2 36 25 18 16 12 8 5 15 2.69 2.45 3.12 2.41 3.33 2.12 3.67 3.11 0 5 10 15 20 25 30 35 40 China Indonesia India Malaysia Australia USA United Kingdom Hong Kong 0 0.5 1 1.5 2 2.5 3 3.5 4 Number of visitors Country of origin Average length of stay (days) Tourists visiting Singapore Number of visitors Average length of stay (days)

3 (a) Calculate the mean length of stay of the visitors they have interviewed. [1] • 2.86 days (b) Describe a recording sheet that could be used to collect the information shown in Fig. 1. [3] ▪ 1m for each of the following points: ▪ The recording sheet should include the location of the survey and the date it was carried out. ▪ Students can use the tally method to record tourists’ country of origin. ▪ The recording sheet should have 4 columns; one to indicate the country of origin of tourists, another to count the number of visitors and the last column to record the average length of stay in Singapore. Optional: 4th column to calculate average length of stay (1m for description of 2 columns, 2m if mention at least 3 columns) OR sketch of recording sheet ▪ Refer to the sketch of the recording sheet below(up to 2m). Country of origin Number of visitors Length of stay (days) Average length of stay (days) China II 3, 4… Indonesia III 2, 4, 2… India I 2, … Malaysia IIII 1, 4, 3, 3, 2… Australia II 5, 6… USA I 6, … United Kingdom III 3, 7, 2… Hong Kong IIII 1, 3, 2… Total (c) Some students thought that there may be a link between the distance from the visitor’s country of origin to Singapore and their average length of stay. State a hypothesis that could be used in this line of inquiry. [1] • The further the country of origin to Singapore, the longer the average length of stay. (d) Using Figs 1 & 2, explain whether the hypothesis is supported or rejected. [3] • Overall observation (1m): The hypothesis is supported • Contrasting data (1m):

4 • Countries which are nearest to Singapore such as Indonesia and Malaysia have lower/ below mean length of stay with 2.45 and 2.41 days respectively • Countries which are further from Singapore such as UK and Australia have higher/ above mean length of stay with 3.67 and 3.33 days respectively • Odd (1m): However, despite USA being furthest from Singapore, it has the lowest average length of stay of 2.12 days. (e) After evaluating their initial investigation, the students also wanted to find out whether attractions in Sentosa with a large number of activities would attract more visitors. Outline how the students could carry out their investigation. [5] ▪ Pre-FW: craft a hypothesis or guiding question ▪ Type of survey: ▪ Pedestrian count ▪ How to carry out survey: ▪ Where: to carry out the count at the exits or entrances of attractions at Sentosa. ▪ When: Make sure all visitor counts are conducted for all selected tourist attractions over the same time period such as conducting it on one weekday and one weekend for 4 weeks during June (holiday season)/ peak season from 2 to 3pm. ▪ What: use either the pocket tally counter or the traditional tally method to assist with counting the number of visitors ▪ Count the number of activities tourists can take part in at each tourist attraction (either physically at the attractions or use secondary data such as Sentosa official website) ▪ Post-fieldwork analysis: ▪ Plot a scatter graph for data representation, with x-axis being the number of activities at each attraction and y-axis being number of visitors. (simple line/ bar graph also acceptable) ▪ Draw a line of best-fit to prove relationship OR Compare the total number of visitors for each attraction and the number of activities at each location to find out the relationship.

5 Section A Question 2: W&C Fieldwork A group of twenty students visited the mountainous area of Sapa in Vietnam and were interested in whether air pressure changed along the valley as the altitude changed. They selected four lcations and took three readings at each location on one day. Information relating to Sapa and the area of study is shown in Photograph A and the data collected is shown in Fig. 3, and Tables 1 and 2. Photograph A Table 1 Air Pressure (mb) Locations Altitude (m) 1st reading 2nd reading 3rd reading 1 1889 821 811 837 2 984 907 903 900 3 106 1000 998 1001 4 0 1013 1012 1011 (a) Using the information from Table 1, calculate the mean air pressure for Location 1. [1] • The mean air pressure for location 1 is 823 mb (b) Suggest how the air pressure at the four locations could be shown on one graph. [3] • Comparative bar graph • X-axis: locations, y-axis: air pressure • Using a different colour/shading/pattern to represent each individual reading (c) Some students were also interested in how wind speed varies with altitude. The group of 20 students collected wind speed data at Locations 1 to 4. They took three readings after 1 minute intervals at each location. The data collected is shown in Table 2 and Fig. 3. Table 2

6 Wind speed (m/s) Locations Altitude (m) 1st reading 2nd reading 3rd reading 1 1889 6 11 7 2 984 2 8 9 3 106 2 4 3 4 0 1 5 6 Fig. 3 (i) Suggest a suitable hypothesis the students could use to investigate the relationship between altitude and wind speed. [1] • The higher the altitude, the higher the wind speed/ • As the altitude increases, the wind speed increases (ii) One student suggested that they start recording wind speeds from the lowest point at Location 4 and walk up the mountain to Location 1 from 8am to 2pm, recording wind speeds along the way. Explain why some students thought that this might give misleading results[1] and suggest how the twenty students could organise their investigation recording of wind speeds to achieve greater accuracy. [5] Explain why misleading (reserve 1m): • taking wind speeds at different times of the day at different locations is misleading o because it’s not a fair comparison because wind speed/ weather condition changes throughout the day o due to factors like different air pressures in the morning and afternoon which is affected by differing angle of sun that affects temperature in the morning and afternoon 6 2 2 1 11 8 4 5 7 9 3 6 0 2 4 6 8 10 12 1 2 3 4 Wind speed (m/s) Locations Wind speed (m/s) at Locations 1 to 4 Wind speed (m/s) 1st reading Wind speed (m/s) 2nd reading Wind speed (m/s) 3rd reading

7 Suggest how to organise investigation sampling: • the 20 students could organise themselves into 4 groups of 5 (reserve 1m) o to take wind speed readings at the 3 locations at the same time for greater reliability and accuracy • students can take more than 1 reading in a day e.g. 3 readings/day e.g. at 8 am, 12 noon and 4 pm to take average for greater reliability / accuracy OR • this can be conducted over a period of 7