PH ElectGeog Prelim 2022 Anskey

1. [Turn Over NAME: ( ) CLASS: TEACHING GROUP: MARK S /50 PEI HWA SECONDARY SCHOOL PRELIMINARY EXAMINATIONS 2022 Secondary Four Express / Five Normal (Academic) Humanities 2272/02 Paper 2 Geography 30 August 2022 1 hour 40 minutes MARKING SCHEME Section A (13 Marks) Answer ONE question from this section. 1 A group of students from Pei Hwa Secondary School, Singapore, visited Nairobi, Kenya after the year-end examinations. As part of their Geographical Investigation project, they decided to find out the impact of tourism on the Kenyan people. (a) State a suitable hypothesis for their research [1] Marker’s Comments: A hypothesis is a statement of claim about the intent/focus of the GI. Suggested hypothesis must be related to the intent/focus of the GI. Statement or claim should have a judgement on impact and audience of impact (Kenyan people). For example:

2. [Turn Over ● Tourism leads to positive impact (judgment on impact) on the Kenyan people (audience). [1] ● Tourism leads to positive environment impact on the Kenyan people. [1] Accept any other plausible responses. Figure 1 (insert) is a map of Kenya showing some attractions. The students collected primary data the locations marked A and B in Figure 1 (insert). They devised a Table 1, bi-polar survey to measure the quality of the environment for both areas. Table 1 (b) Describe how data for the bi-polar survey should be collected. [3] D4 (Reserved Mark) + Any other 2: D1 (Audience): Locals/residents [1] D2 (Location - must have BOTH locations): Go to Area A and B locals or students to collect data [1] D3 (Time/sample size): [1] e.g. Collect data twice a day every week to reduce bias results/fluke results/ensure greater representation. D4 (Recording Process): ● to observe the variables and score areas using the recording sheet *RESERVED*[1] ● then average the data to get final scores [1]

3. [Turn Over Table 2 shows the tabulated average scores of the bi-polar survey. Tabulated average survey scores for quality of environment. Variables of survey Location A Location B Average Score 1 Litter -1 -1 -1 2 Noise -2 -1 -1.5 3 Maintenance -1 -1 -1 4 Crowd -1 -1 -1 5 Attractiveness -1 2 0.5 Total -6 -2 -4 Table 2 (c) On the graph paper provided , draw a suitable graph to represent the average findings shown in Table 2. [3] Focus of graph is on the AVERAGE FINDINGS. Graphs that portray data for location A and B separately are not accepted. ● Title + Type (bipolar bar graph) [1] ● Axis with labels [1] ● Data accurately plotted. [1]

4. [Turn Over (d) The students also collected secondary data from a Kenyan government tourism report. Figure 2 (insert) shows a summary of their researched findings. Describe what is meant by secondary data and state a benefit of making reference to secondary data in research. [2] Definition: Idea of other sources of data + compiled prior to current research State: D: Secondary data is information from other sources that have already been compiled in written, statistical or mapped forms. [1] Any 1: [1] S: examine an alternative perspective on the original question of a previous study. S: access to larger volume of data that would have been difficult for the researcher to amass themselves over such a short period. S: allows for triangulation of data to increase reliability. Accept other plausible responses (e) Using evidence from Table 2 and Figure 2 (insert), draw a suitable conclusion for their research. [4] C1: State a suitable conclusion for economic [1] S1: Support C1 conclusion with data from Fig. 2 [min 1] C2: State a suitable conclusion for environment [1] S2: Support conclusion with data from Figure 2 [min1] Float S3: Comment on unreliability of data collected. [1] C1: Tourism in Kenyan brought about positive economic benefits S1: international tourist receipts had brought about increasing income for the country which would benefit the locals amounting between $0.5 billion in 2020 to about $17.7 (+/-0.2) billion in 2018. C2: but the impact of tourism on the environment is inconclusive from the research. S2: Environment impact of tourism is inconclusive because the students had only done the research for one day-results unreliable S3: Impact of environment only collected at 2 locations, does not reflect all tourist areas in Kenya-unreliable. S3: Environment perception survey done by students, accurate. Locals should have been asked for their opinion, able to evaluate better. OR

5. [Turn Over C1: From the data provided, tourism in Kenya has brought about positive economic impacts S1: international tourist receipts had brought about increasing income for the country which would benefit the locals amounting between $0.5 billion in 2020 to about $17.7 (+/-0.2) billion in 2018. C2: but negative environment impact to the Kenyan people based on data collected by the students. S2: Overall survey scores for quality of environment is negative of -4, indicating generally poor maintenance of the areas researched. S3: But environment impact of tourism is unreliable because the students had only done the research for one day/ only collected at 2 locations, does not reflect all tourist areas in Kenya. 2 A group of students from Pei Hwa Secondary School, Singapore, visited Lamu, Kenya after the year-end examinations. They wanted to investigate if there was a relationship between wind and atmospheric pressure in Lamu, Kenya. (a) Suggest a suitable guiding question for their research. [1] Question must include both variables and location, can be on specific wind measurement or not. For e.g. ● Is atmospheric pressure in Lamu, Kenya affected by wind? ● Does wind speed affect atmospheric pressure? ● Does atmospheric pressure affect wind? Accept other plausible responses. (b) The students took turns to collect results every hour for wind speed, wind direction and atmospheric over a period of 2 days at the location marked “x” on Figure 3 (insert). Figure 4 shows the instrument used to measure atmospheric pressure.

6. [Turn Over Figure 4 Name the instrument shown in Figure 4 and describe the steps taken to collect atmospheric pressure data. [3] I: Barometer [1] S1: Reset/Set the movable pointer/index pointer to the area’s atmospheric pressure at the same time each day.[1] S2: Read and record the measuring hand/needle that moves according to the current pressure every 2 hours.[1] *reserve 1 mark for needle names (c) Figure 5 (insert) shows data collected by the students. Using information from Figure 5 (insert), describe how a suitable graph can be drawn to show the relationship between atmospheric pressure and wind speed at location X. [3] Type of graph [1]: Students to draw a scatter graph with best fit line if applicable. [1] Axis and title labels [1]: X axis should be labelled with atmospheric pressure while the Y axis could be labelled wind speed and the graph can be titled graph showing relationship between atmospheric pressure and wind speed at location “x” [1] Data [1]: