2024 MFSS SEC4EXP Geog PRELIM MS

1 1 NameReg. NoClass M MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOLM MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL M MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL M MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL M MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL M MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL MAYFLOWER SECONDARY SCHOOL4E5NHUMANITIES Paper 2 GEOGRAPHY 2260/02[50 marks]Candidates answer on the Question Paper.Additional Materials: Insert PRELIMINARY EXAMINATION AUGUST 2024 1 HOUR 45 MINUTESREAD THESE INSTRUCTIONS FIRSTWrite your index number and name on al the work you have hand in.Write in dark blue or black pen.You may use an HB pencil for any diagrams or graphs.Do not use staples, paper clips, glue or correction fluid.Q1 /14Q2 /18Q3 /18Total /50Answer three questions in total. Section A Answer Question 1 and Question 2.Section BAnswer Question 3.The insert contains additional resources referred to in the questions.The number of marks is given in brackets [ ] at the end of each question or part question.This question paper consists of [ ] printed pages.Setter: Ms Frances OngVetter: Ms Alethea Goei

2 2 Section AAnswer Question 1 and Question 2.1Cluster 1: Geography in Everyday Life(a)Study Fig. 1.1, (Insert) which shows a pile of objects stacked along a Housing Development Board (HDB) lift landing. Explain how the hazard shown could affect residents living in the block.[3]Award 1 mark for each explanation of the impacts of the hazard on people.Award a maximum of 1 additional mark for further development of each explanation, where applicable.Possible responses include:The pile of objects could contain flammable objects that can easily catch and spread fire. [1 mark] oDuring a fire, people may suffer from burn injuries which may lead to disabilities or death. [1 additional mark] oroSmoke inhalation can also cause breathing difficulties and suffocation, which may lead to death. [1 additional mark]The pile of objects could also obstruct residents from evacuating quickly / block access for emergency personnel to reach victims on time. [1 mark]The piles of rubbish may attract pests [1 mark]owho can spread diseases. [1 additional mark]safety hazard with possibly heavy objects falling on passersby. [1 mark] ocause people walking by to trip and fall. [1 additional mark](b)Study Fig. 1.2 (Insert) which shows a series of activities that Singaporeans and foreign visitors can do in MacRitchie Reservoir Park. With reference to Fig. 1.2, explain how the MacRitchie Reservoir Park may provide cultural eco-system services to visitors.[3]Award 1 mark for each explanation of the cultural services provided by MacRitchie Reservoir Park.Award a maximum of 1 additional mark for further development of each explanation, where applicable.Cultural ecosystem services are the non-material benefits that people obtain from ecosystems through recreation, tourism, intellectual development, spiritual enrichment, reflection, and creative and aesthetic experiences. (not required)Possible responses include:MacRitchie Reservoir Park can provide cultural ecosystem services such as educational opportunities for visitors to learn more about nature. [1 mark] oFor example, schools can take students on a learning journey to the nature reserve for lessons on geography or science to learn about the adaptations and/or uses of the forest. [1 additional mark] The nature reserve can also provide a space for recreational activities like hiking, fishing, or canoeing. [1 mark] oThis can improve physical and mental wellbeing of visitors to the park. [1 additional mark]

3 3 (c)The Housing Development Board’s (HDB) Green Towns Programme seeks to make HDB Towns more sustainable and livable. Explain how an urban neighbourhood in a HDB town can achieve environmental sustainability.[3]Award 1 mark for each explanation of how an urban neighbourhood in a HDB town can achieve environmental sustainability.Award a maximum of 1 additional mark for further development of each explanation, where applicable.Possible responses include:An urban neighbourhood can achieve environmental sustainability through providing green spaces for wildlife to thrive. [1 mark] oFor example, more green spaces for biodiversity can be added in urban neighbourhoods through street trees, pocket parks and even green roofs. [1 additional mark] Environmental sustainability can also be achieved through having facilities that support waste minimization and recycling. [1 mark] oFor example, conveniently located recycling bins around the neighbourhood encourage more people to recycle, reducing waste that goes into landfills. [1 additional mark]Energy- and water-efficient building designs can help to minimize use of natural resources. [1 mark] oFor example, smart LED lighting and rainwater harvesting systems help to conserve use of electricity and water. [1 additional mark](d)A group of Secondary 3 students in Mayflower Secondary carried out a geographical investigation around their school to test the following hypothesis:Hypothesis: Temperatures are higher nearer to buildings.They selected eight sites around the school. On a cloudy Monday at 10 am, they measured the distance from each site to the nearest building and the temperature at each site. The temperatures at the eight sites are shown in Table 1 below.Table 1Temperatures at 8 measuring sites.SiteABCDEFGHDistance from school building (m)23391922442Temperature (OC)29.330.129.129.929.429.829.329(i)Using Table 1, what conclusions may be drawn regarding the relationship between temperature and distance from buildings?[3]Award 1 mark for a valid conclusion.Award a maximum of 1 additional mark for evidence/ relevant material to support conclusion made.Award 1 mark for identification of an anomaly.

4 4 Possible responses include:Conclusions:The hypothesis is proven right/ largely correct/ largely true. [1 mark].There is a negative relationship between temperature and distance from buildings [1 mark].Temperatures are higher nearer buildings/ temperatures are lower further away from buildings [1 mark].Evidence to support (contrasting data, up to 1 mark):Two highest recordings are all next to / within 3m of buildings (D, F). However, three lowest recordings are all far away / more than 30m from buildings (C, G, H). [1 mark].AnomalyB is an anomaly as it is 3 m away from building but higher temperature (30.1 OC) than site D (29.9 OC) which is nearer (1m away from building)– must say why it is an anomaly [1 mark].(ii)Evaluate the validity of the students’ findings.[2]Award 1 mark for each evaluation of the validity of the students’ findings, to a maximum of 2 marks. Award a maximum of 1 additional mark for further development of each evaluation, where applicable.Possible responses include:Scope: The findings are valid as they have taken measurements at 8 sites of varying distance from buildings which is a good representation of the school area covered [1 mark].Frequency: The findings may not be valid as the data was collected only one day/at one timing. Tuesday 11 am the temperatures of the 8 sites collected may not be representative of the temperatures for these locations throughout the rest of the day/ week [1 mark].  OR The sites may be less hot on that day as it was a cloudy day and the variations in temperature may not be obvious hence, the results may not be conclusive. [1 mark]2Cluster 2: Tourism(a)Study Fig. 2.1 which describe the concept of p