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Date May 2019 Marks available 2 Reference code 19M.1.SL.TZ0.2
Level SL Paper 1 Time zone no time zone
Command term Distinguish Question number 2 Adapted from N/A

Question

Hurricane warning systems

In 2017, Hurricane Irma was a catastrophic disaster. Unfortunately, the computer models and simulations did not accurately predict its track (course) in time to warn residents in the areas affected. Accurately predicting the track of a hurricane is critical for protecting life and property.

The potential tracks that Hurricane Irma could have taken are shown in Figure 2.

Figure 2: Potential tracks of Hurricane Irma

The European computer model, run by the European Centre for Medium-Range Weather Forecasts, performed far better than the American model, known as the Global Forecast System. However, a new model created by the electronics company Panasonic, called PWS, performed best.

The American and European models depend on data gathered from weather balloons. Panasonic, on the other hand, creates systems that collect real-time weather data from over 3500 aircraft every day.

The PWS model resulted in accurate simulations of the track of the hurricane four to seven days in advance.

Identify two types of digital media that could be used to show the potential tracks of Hurricane Irma.

[2]
a.i.

Outline one problem that may be caused by gathering data in real time.

[2]
a.ii.

Outline why visualization is used to present data.

[2]
a.iii.

Distinguish between data and information.

[2]
b.i.

Different weather variables, such as wind speed and temperature, need to be collected in order to predict the track of a hurricane. Wind speed data is sampled more frequently than temperature data in a hurricane.

Explain one reason why wind speed data would be sampled more frequently than temperature data in a hurricane.

[2]
b.ii.

Explain why the data collected about Hurricane Irma was not encrypted prior to being transmitted.

[2]
b.iii.

Companies such as Panasonic will not make the data in computer models available to governments, as they are concerned that doing so would compromise their commercial interests.

Discuss whether governments should be able to make private companies such as Panasonic share their data.

[8]
c.

Markscheme

Answers may include:


Award [1] for identifying each type of digital media that could be used to show the potential tracks of Hurricane Irma up to a maximum of [2].

a.i.

Answers may include:


Award [1] for identifying each problem, and [1] for a development of that problem up to a maximum of [2].

a.ii.

Answers may include:

 

 

Award [1] for identifying a reason why visualization is used and [1] for a development of that reason up to a maximum of [2].

a.iii.

Answers may include:


Award [1] for a definition of either data or information and [1] for a definition of both up to a maximum of [2].

b.i.

Answers may include:

 

 

 

 

Award [1] for identifying each reason why wind speed data would be sampled more frequently than temperature data in a hurricane and [1] for a development of that reason up to a maximum of [2].

b.ii.

Answers may include:

 

 

 

 

Award [1] for identifying a reason why the data being collected about the hurricane does not need to be encrypted and [1] for a development of that reason up to a maximum of [2].

b.iii.

Answers may include:

It is acceptable for governments to make private companies such as Panasonic share their data:


It is not acceptable for governments to make private companies such as Panasonic share their data:

 

In part (c) of this question it is expected there will be a balance between the terminology related to digital systems and the terminology related to social and ethical impacts.  

Keywords: laws, environment, knowledge, data, sharing, algorithms, ownership, accountability, change, power, systems, ethics, values


Refer to SL/HL paper 1, part c markbands when awarding marks. These can be found under the "Your tests" tab > supplemental materials > Digital society markbands and guidance document
.

c.

Examiners report

[N/A]
a.i.
[N/A]
a.ii.
[N/A]
a.iii.
[N/A]
b.i.
[N/A]
b.ii.
[N/A]
b.iii.
[N/A]
c.

Syllabus sections

Topic 3: Content » 3.1 Data
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