2023 PHS Sec 3EXP Geog EOY MS

PRESBYTERIAN HIGH SCHOOL 2023 END-OF-YEAR EXAMINATION SECONDARY THREE EXPRESS HUMANITIES (GEOGRAPHY) (2260/2) Name: ______________________ ( ) Class: Sec 3 _______ Duration: 1 hour 45 minutes Date: 6 October 2023 MARK SCHEME Setter: Ms Michelle Tang Vetter: Mdm Filzah This marking scheme consists of 14 printed pages (including this cover page) and 0 blank pages.

2 Answer Question 1 1 Geography in Everyday Life (a) Study Fig. 1.1 (Insert), which shows a poster of some animals that commonly cross the Eco-Link@BKE, an ecological bridge that spans the Bukit Timah Expressway . The bridge connects Bukit Timah Nature Reserve to the Central Catchment Nature Reserve. Fig. 1.1 With reference to Fig. 1.1, explain how this bridge will mutually benefit people and wildlife. [4] Possible responses include: - The presence of this bridge provides more shelter and habitat for urban wildlife to thrive. [1] This enhances the overall well-being of the wildlife, enhancing their biodiversity. [1] - The presence of this bridge allows people to travel to and from work/home/school across the nature reserves instead of around the reserves. [1] This enhances the overall accessibility of transport, reducing time taken to travel to their destination. [1] Award 1m for each explanation of how people and nature affect each other, to a maximum of 2 marks. Mouse- deer Sunda Pangolin Bush Crickets Central Catchment Nature Reserve Bukit Timah Nature Reserve

3 Award a maximum of 1 additional mark for further development of each explanation, where applicable. Accept other plausible answers. (b) Study Fig. 1.2 (Insert), showing a dragon playground in Toa Payoh, Singapore. Fig. 1.2 With reference to Fig. 1.2, describe how residents acquire a sense of place in this neighbourhood. [2] Possible responses include: - Many residents in this neighbourhood have vivid memories of this landmark as they have spent most of their childhood playing with friends here. - Many residents may have repeated encounters with this landmark as they pass by it along their journey to and from work/school/home. - Due to their unique/symbolic design, many people associate this with Singapore’s culture and national identity. Award 1m for each description of how people acquire a sense of place through either repeated encounters and/or significant events. Accept other plausible responses. Not accepted: students grow up playing with friends and parents befriend other parents. Same idea of memories

4 (c) Study Fig. 1.3, which shows an extract about a social enterprise, Edible Garden City, in Singapore. Fig. 1.3 With reference to Fig. 1.3, describe how Edible Garden City is a form of environmental stewardship. [3] - Volunteers/participants gain greater ownership of food production in Singapore. - It encourages participants to share with others their knowledge and skills about the food sustainability/harvesting vegetables. - It raises public awareness on food production in Singapore. - It encourages the residents to contribute to the development and management of our green spaces. - It encourages citizens to play a more active role in promoting active and responsible food consumption / reduce food wastage. No marks awarded for lifting A handful mentioned about enhanced greenhouse effect and global warming. Edible Garden City Edible Garden City is a social enterprise that champions the Grow-Our- Own-Food movement to improve food sustainability and resilience in Singapore. Hone your green fingers, support your local farmers, or work or volunteer with us! We love learning and sharing our expertise with fellow passionate individuals. Our farm in Queenstown is the perfect playground for outdoor exploration and learning, for everyone from young to adults and elderly!

5 (d) Study Fig. 1.4 (Insert), which shows a poster of an Emergency Preparedness Day in Macpherson organized by the People’s Association in Singapore. Fig. 1.4

6 With reference to Fig. 1.4, explain how community resilience is developed through an Emergency Preparedness Day. [3] - When they volunteer/participate in such an event, neighbors’/residents’ relationships are developed/strengthened so that they can depend on one another during an actual emergency. - Being involved in such events would garner widespread support and awareness of potential hazards for residents to resist, adapt and recover timely and effectively. - When residents actively participate in such events, they can better understand the risks and adaptations options to communicate to the planners and government. - Organising such an event reinforces the idea to all residents that community resilience is an all-round response and everyone has a part to play, individually and collectively. - Develops residents’ ability to organize themselves during a crisis. Award 1 mark for each explanation on how community resilience is developed, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Can accept descriptions and explanations of examples such as Community First Responders.

7 (e) A group of Singapore students was investigating the popularity of neighbourhood parks in Singapore. As part of their investigation, they decided to find out how frequently visitors visit Bishan-Ang Mo Kio Park. They decided to interview 20 visitors using a questionnaire survey on a Sunday evening. Study Fig. 1.5 (Insert), which shows the site where the students collected their data. Fig. 1.5 (i) Suggest a suitable closed-ended question for their questionnaire survey. [1] - How often do you visit Bishan-Ang Mo Kio Park? o Not at all o 1-2 times o 3-5 times o 6-7 times Their question should include options/responses. 0m if no options are included. (ii) Identify the type of data collected in (e)(i). [1] - Primary data / quantitative data

8 (iii) The students used a dice to select the respondents for the questionnaire survey. Identify this sampling method. [1] - Simple random sampling or stratified random sampling. [1] (iv) State an advantage of the sampling method identified in (e)(iii). [1] Possible response: - By using a dice, it reduces the probability of biasness [1] - It accounts for any patterns within the population / it removes bias. [1] Any 1, 1m (v) With reference to Fig. 1.5, describe the potential risks in this fieldwork. [2] Possible responses: - There may be risks of collisions with cyclists/PMD riders along the bridge when they are approaching their respondents. [1] - Falls, cuts, minor injuries may occur if students trip over the pebbles/jiggered rocks/stones/uneven surfaces. [1] - In the event of wet weather, the river may inundate the sides causing students to be overwhelmed. [1] Any 2, 1m each Accept any logical response. Quite a few did not understand the meaning of RISKS. Responses mentioned were not risk-related. E.g. people may not want to answer the survey. (vi) Suggest measures that can be implemented to mitigate the risks mentioned in (e)(v). [2] - Students are to avoid collecting data on the bridge or in the path of cyclists. [1] - Students are to wear proper footwear and clothing/take note of potential hazards and stay clear. [1] - Students are to move away during wet weather and go to an area with shelter and far from the river. [1] Any 2, 1m each. Accept any logical response. Due to the previous question, the same students were not able to come up with suggestions to minimize the ri