TEMASEK JUNIOR COLLEGE

JC2 PRELIMINARY EXAMINATION 2019

Higher 2

GEOGRAPHY 9751/02
Paper 2 Data Response Questions 17 September 2019
3 hours

Additional Materials: Answer Booklet

1 Insert
Paper for draft work

READ THESE INSTRUCTIONS FIRST

Write your Centre number, index number and name on all the work you hand in.
Write in dark blue or black pen on all pages of the answer booklet.
You may use an HB pencil for any diagrams or graphs.
Do not use staples, paper clips, glue or correction fluid.

Candidates answers 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.
Diagrams and sketch maps should be drawn whenever they serve to illustrate an answer.
You are reminded of the need for good English and clear presentation in your answers.

The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 6 printed pages, 2 blank pages and 1 Insert.

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Section A

Theme 4: Geographical Investigation

1 A group of twenty 17-year students in East Sussex, United Kingdom were

tasked with undertaking a fieldwork exercise on a river in their town
Uckfield to investigate how land use changes have affected the risk of
flooding along the river.

Before conducting their investigation, they did some secondary research

and found information on the land use changes that had taken place.
They also studied a map of the 2000 flood event to broadly identify a
medium to high probability flood zone for investigation.

Using the flood zone map shown in Resource 2, they proceeded to sub-
divide the study area into zones and carried out a bi-polar survey at these
zones to identify sources of flood risk, as well as to determine the
vulnerability of the area from any flood occurrence. They walked along the
river on a Wednesday over six hours in summer to conduct this bi-polar
survey.

Some of the equipment they brought along included:

 base map of the area

 recording sheets for the bi-polar survey
 writing instruments
 camera
 measuring tape

When they returned to the classroom in the following week, the students
analysed the data they had collected and produced a report.

Study Resources 1, 2 and 3. Resource 1 shows the land use changes in

the river basin. Resource 2 shows the flood map for investigation.
Resource 3 shows a recording sheet of the bi-polar survey used at one
site.

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(a) Suggest a suitable hypothesis for the students' investigation with

reference to Resources 1 and 2. [1]

(b) Using Resources 2 and 3, describe an appropriate sampling method to

conduct the bi-polar environmental survey. Justify your method. [7]

(c) Describe a suitable method to represent the information from the bi-polar
survey shown in Resource 3 onto a base map similar to Resource 2.
Justify your choice of method. [5]

(d) Explain how the reliability of the flood risk investigation findings may be
affected by the data which was collected using the recording sheet shown
in Resource 3. [5]

(e) The local council has asked the group to gather river channel information
that will help in mitigating flood risk in the town. Explain how the group
would go about gathering the information. [7]

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Section B

Theme 1: Tropical Environments

Climate and Fluvial Systems in West Africa

2 Resource 4 shows the rainfall variations across West Africa. Resource 5

shows the location and discharge patterns of the Niger River, a major
river in West Africa, over three decades. Resource 6 shows the sediment
regime of the upper Niger River basin in terms of Total Dissolved Solids
(TDS) and Total Suspended Solids (TSS). Resource 7 shows a section of
the Niger River before the Niamey discharge station.

(a) Using Resource 4, account for the variations in rainfall across the three
locations in West Africa. [5]

(b) With the help of Resource 4 and your own knowledge, suggest reasons
for the main changes in discharge for the Niger River over time shown in
Resource 5. [5]

(c) Describe the downstream changes in sediment load carried by the Niger
River in its upper basin shown in Resource 6. [2]

(d) With the aid of a cross-sectional sketch at X-Y shown in Resource 7,

describe the main fluvial characteristics of the Niger River. [4]

(e) Using all the resources, assess the factors influencing the channel
morphology of the Niger River shown in Resource 7. [9]

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Theme 2: Development, Economy and Environment

Global Production Network of BMW

3 BMW is a transnational corporation headquartered in Germany and is the

one of the world’s leading producer of automobiles.

Resource 8 shows BMW’s production network in 2018. Resource 9 shows

BMW’s automobile sales volume across different countries and regions
from 2007 to 2016. Resource 10 shows projected changes in the share of
ASEAN households in different income brackets from 2010 to 2025.
Resource 11 shows the distribution of economic zones in ASEAN in 2015.

(a) Describe the spatial organisation of BMW’s intra-firm network shown in

Resource 8. [4]

(b) Compare the changes in automobile sales volume between 2007 and
2016 for the European Union and USA shown in Resource 9. [4]

(c) With the aid of Resource 9 and your own knowledge, suggest reasons for
the location of BMW’s joint ventures shown in Resource 8. [5]

(d) Outline the relative projected changes in share of ASEAN households in

different income brackets from 2010 to 2025 shown in Resource 10. [3]

(e) With reference to the resources and your own knowledge, recommend
whether BMW should expand its production network in ASEAN. [9]

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Theme 3: Sustainable Development

Liveability of Auckland, New Zealand

4 Auckland in New Zealand has risen over the years to become one of the
most liveable cities in the world. It ranked 3 rd in the 2019 Mercer Quality of
Living Survey, only behind Vienna, Austria and Zurich, Switzerland. There
have been constant efforts by the local government to improve Auckland’s
liveability.

Resource 12 shows the changes in Auckland’s liveability scores monitored

by the local government from 2011-2012. Resource 13 shows images of
Wynyard Quarter, an inner city area of Auckland, before and after
reimaging. Resource 14 shows the proportion of elderly females in
Auckland residing in government-provided residential care facilities
between 1993 and 2008.

(a) Describe the changes in Auckland’s liveability scores between 2011 and
2012 as shown in Resource 12. [5]

(b) Outline how the measurements of Auckland’s liveability shown in

Resource 12 may be limited in its usefulness. [4]

(c) Contrast the liveability of Wynyard Quarter before and after reimaging as
shown in Resource 13. [6]

(d) With reference to Resource 14, describe and account for the percent of
elderly females in government-provided residential care facilities in 1993
across different age groups. [5]

(e) Suggest reasons for the percent change in female Aucklanders aged 80-
84 years old between 1993 and 2008 in government-provided residential
care facilities as seen in Resource 14. [5]

END OF PAPER

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