PJC H2 GEO P2

PIONEER JUNIOR COLLEGE JC2 Preliminary Examination Higher 2 GEOGRAPHY 9751/02 Paper 2 Data Response Questions 15 September 2017 3 hours Additional Materials: Writing Paper World outline map READ THESE INSTRUCTIONS FIRST Write your Name, Class and Index Number on 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 no use staples, paper clips, glue or correction fluid. Answer ALL questions. The Insert contains all the Resources referred to in the questions. You should make reference to appropriate examples studied in the field or the classroom, even where such examples are not specifically requested by the question. Diagram and sketch maps should be drawn whenever they serve to illustrate an answer. The world outline map may be annotated and handed in with relevant answers. You are reminded of the need for good English and clear presentation in your answers. 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 4 printed pages.

2    Section A Theme 4: Geographical Investigation 1 A group of 24 eighteen-year-old students from Singapore wanted to examine the needs of the elderly in different neighbourhoods in Singapore. They had access to census and survey information on geographical spread of elderly residents aged 65 and above, elderly living arrangements in Singapore, their sources of social activity and whether elderly friendly fixtures were available in their homes. The students wanted to obtain more information on specific neighbourhoods by assessing the needs of the elderly in Ang Mo Kio and Sengkang in terms of physical infrastructure in these neighbourhoods as well as social needs. They were allocated three days for field investigation. The three days were spread across the beginning, in the middle and at the end of November 2016. Resource 1 shows the proportion of elderly population by planning area in 2016. Resource 2 shows proportion of households having elderly friendly fixtures in 2011. Resource 3 shows sources of social activity amongst the elderly in 2014. Resource 4 shows living arrangement of elderly by age in 2011. (a) Suggest a suitable research question for the students’ investigation. [1] (b) With reference to Resource 1, outline why Ang Mo Kio and Sengkang are appropriate locations for the students’ research. [4] (c) Suggest a plan for the students to investigate needs of the elderly in Ang Mo Kio and Sengkang. [7] (d) With reference to Resource 4, sketch a bar ch art to represent living arrangements of the elderly in Singapore. [4] (e) Evaluate the usefulness of Resources 2, 3 and 4 in understanding the needs of the elderly in Singapore. [9]

3    Section B Theme 1: Tropical Environments Typhoon Morakot in Taiwan 2 Resource 5 shows the path of Tropical Cyclone Morakot which crossed the South China Sea in August 2009. Resource 6 shows the effects of Typhoon Morakot on rainfall and discharge at various rainfall stations across Taiwan. Resource 7 shows a photograph of a mass movement that occurred in Southern Taiwan during Tropical Cyclone Morakot. (a) Describe the development and passage of Typhoon Morakot as seen in Resource 5. [5] (b) With reference to Resource 5 and your own knowledge, suggest how tropical storms are generated. [6] (c) With reference to Resource 6, explain how Typhoon Morakot could have impacted the river channels in Taiwan. [5] (d) With reference to Resources 6, 7 and your own knowledge, discuss the role of Typhoon Morakot in triggering the mass movement as seen in Resource 7. [9] Theme 2: Development, Economy and Environment Huawei’s Global Production Network 3 Huawei Technologies is a Chinese transnational networking and telecommunications equipment and services company headquartered in Shenzhen, Guangdong. Resource 8 shows the spatial organisation of Huawei’s firm activities. Resour ce 9 depicts market share rankings of Top 5 smartphone brands. Resource 10 shows an article of Huawei opening a Global Service Centre in India. Resource 11 shows updates on the Indian government’s ‘Make in India’ initiatives. (a) With reference to Resource 8, describe the spatial organisation of Huawei’s operations. [3] (b) Suggest two reasons for the locations of Huawei’s supply centers and hubs shown in Resource 8. [4] (c) Explain why Huawei’s market share of smartphones could have changed as shown in Resource 9. [5] (d) With reference to Resource 10, explain the economic impacts of Huawei’s Global Service centre on India. [5] (e) Using Resource 11 and your own knowledge, assess the influence of ‘Made In India Initiatives’ on TNCs such as Huawei. [8] Commented [CKL1]: Are there 2 separate issues? Rainfall and  Landslide?  Commented [CKL2]: Impact or impacts?

4    Theme 3: Sustainable Development Urban transport in Bogota, Columbia 4 TransMilenio is a Bus Rapid Transit (BRT) system that serves Bogotá, the capital of Colombia which is a Less Developed Country in South America. Resource 12 shows the layout of the TransMilenio network. Resource 13 shows the TransMilenio’s e ffects on journey times. Resource 14 shows a photograph of the BRT during the morning rush hour. (a) Describe the feeder routes shown in Resource 12. [3] (b) Suggest two reasons for the absence of TransMilenio routes in 2008 in the area marked X on Resource 12. [4] (c) Explain how the BRT system depicted in Resource 14 can ease traffic congestion. [5] (d) Outline the challenges that cities face in implementing public transport measures such as the BRT system as shown in Resource 14. [5] (e) Bogotá’s policy of urbanisation includes meet ing the needs of the city’s 3 million poor. To what extent do Resources 12 and 13 support the view that the TransMilenio has helped the poor more than the rich? [8] Commented [CKL3]: Need to spell in full?  Commented [CKL4]: Qn 3b was ‘2’.   Pls align – either spell or number