Greendale 2260/02 Elect Geog ANS Prelim 2024

This document consists of 15 printed pages Greendale Secondary School 2024 GREENDALE SECONDARY SCHOOL Preliminary Examination 2024 HUMANITIES 2260/02 Paper 2 Geography Secondary 4 Express MARKING GUIDE FOR TEACHERS MAXIMUM MARK: 50

Greendale Secondary School 2 OFFICIAL (CLOSED) / NON-SENSITIVE Preliminary Examination 2024 Geography 2260/02 Marking Guide . 1 Marking Approaches a Point marking is used for marking all sub-parts of the structured questions, except for the 9-mark evaluative sub-part assessing AO3. For point marking, the general rule is that each creditworthy response is awarded one mark. More detailed guidance is provided in the marking guide for each question. b Generic level descriptors are used for marking the 9-mark evaluative sub-part assessing AO3. Possible approaches are provided for questions marked using generic level descriptors. These provide guidance on how the questions could be approached. The possible approaches provided are neither exhaustive nor should they be treated as a model approach to questions. Generic Level Descriptors for 9-mark AO3 Questions Level Marks Descriptors 3 7–9 Develops arguments that support both sides of the discussion clearly, using a range of points with good elaboration. Examples used demonstrate a comprehensive understanding of the issue or phenomenon. Evaluation is derived from a well-reasoned consideration of the arguments. 2 4–6 Develops arguments that support one side of the discussion well, using one or two points with some elaboration. Example(s) used demonstrate a good understanding of the issue or phenomenon. Evaluation is well supported by arguments. 1 1–3 Arguments are unclear with limited description or may be listed. No examples provided or examples are generic, demonstrating a basic understanding of the issue or phenomenon. Evaluation is simple, missing or unclear. 0 0 No creditworthy response.

Greendale Secondary School 3 Secondary 4 Express Preliminary Examination 2024 Humanities 2260/02 Marking Guide Question Answers Marks 1(a) Study Fig. 1.1, which shows elephants crossing a railway track in India. Using Fig. 1.1, describe how local communities and nearby nature areas can negatively affect each other. 3 Award 1 mark for each description of how local communities and nearby nature areas negatively affect each other, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each description, where applicable. Possible responses include: How local communities negatively affect nearby nature areas [Max 2 marks] • When local communities seek to improve transportation network via railways, it may destroy their habitats by cutting through them. • In the long run, displaced elephants OR elephants that are used to freely roaming around may get injured by the trains and risk extinction in the long run. [1 additional mark] How nearby nature areas negatively affect local communities [Max 2 marks] • When trains slow down or stop to avoid elephants crossing the tracks, it may lead to delays in travelling time. • Elephants may damage the railway tracks when they frequently trample on it, which disallows trains from operating. AO2

Greendale Secondary School 4 Secondary 4 Express Preliminary Examination 2024 Humanities 2260/02 Marking Guide 1(b)(i) Study Fig. 1.2, showing information on a fire incident which happened in Yishun in January 2024. With reference to Fig. 1.2, describe the impacts of fire hazards on residents of urban neighbourhoods. 3 Award 1 mark for each description of impacts of fire hazards on residents of urban neighbourhoods, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each description, where applicable. Possible responses include: • People may experience burn injuries and respiratory illnesses that require medical treatment. • With disruptions to electricity, residents who are working from home may not be able to carry out their tasks with wifi affected. • High levels of carbon monoxide may be released during a fire, causing carbon monoxide poisoning • which causes dizziness, headaches, weakness and confusion. [1 additional mark] • Other irritants from a fire, such as acid gases, can permanently damage a person’s respiratory system • Residents may experience damage to property where furniture, important documents and other goods may be destroyed AO1 1(b)(ii) With reference to Fig. 1.2, suggest strategies that Yishun can adopt to improve community resilience against such hazards. 2 Award 1 mark for each description a strategy to improve community resilience against fire hazards , to a maximum of 2 marks. Award a maximum of 1 additional mark for further development of each description, where applicable. Possible responses include: • Residents can get to know one another so that they are able to depend on them in the event of fires. • For example, giving rescuers key information like how many people are in the household and their age allows rescuers to

Greendale Secondary School 5 Secondary 4 Express Preliminary Examination 2024 Humanities 2260/02 Marking Guide prioritise their search and rescue efforts OR For example, residents can offer temporary usage of their household wifi for victims while the houses undergo repair [1 additional mark] • Residents can also be involved in an inclusive planning process for emergency preparedness. • that involves community leaders, civil society organizations and the government [1 additional mark] AO2 1(c) A group of students wanted to investigate the main reason why tourists from Asia visit Singapore. They went to Jewel on 3 consecutive days, beginning from a Monday afternoon to administer a questionnaire from 12pm to 1pm. Students stood at the main entranc e of Jewel and approached 100 Asian-looking tourists. The questionnaire is shown in Table 1.1 Evaluate the validity of the students’ findings on the main reasons why tourists from Asia visit Singapore. 6 Award 1 mark for each evaluation of the validity of the students’ findings, to a maximum of 6 marks. Award a maximum of 1 additional mark for further development of each evaluation, where applicable. Possible responses include: Valid [At least 1 mark from any of the points below.] • The students’ findings are valid since the questions in the questionnaire are relevant in finding out reasons for the tourists’ visits. • In terms of reliability, the sample size of 100 is sufficient for students to make a valid conclusion. Not valid [At least 1 mark from any of the points below, up to a maximum of 5 marks] • However, the questionnaire should include a question that clarifies where tourists are from as opposed to assuming their origins and ethnicity. [1 mark] Relying on appearances may be subjective so this question would allow students to filter invalid responses. [1 additional mark] • In addition, the students should conduct thi s questionnaire over a longer period of time that cover s weekdays and weekends and/or different months [1 mark]. This is so that they

Greendale Secondary School 6 Secondary 4 Express Preliminary Examination 2024 Humanities 2260/02 Marking Guide can account for fluctuations in tourists’ travel patterns due to school holidays for instance. [1 additional mark] • Students should also administer this questionnaire over 3 different time periods within a day, morning, afternoon and evening to account for different volumes of tourist arrivals and reasons for travel. • The questionnaire should be administered at different time periods in the day (for example, 5 -6pm and 9 -10pm) to account for various flight schedules from different parts of the world. AO3

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