ANDSS 2025 GEOG PRELIM P2 MS

O ANDERSON SECONDARY SCHOOL Preliminary Examinations 2025 Secondary Four Express CANDIDATE NAME: CLASS: / INDEX NUMBER: GEOGRAPHY Paper 2 2279/02 01 September 2025 1 hour 45 minutes 0800 – 0945 MARK SCHEME This document consists of 14 printed pages.

2 Prelim 4E GY 2279/02 2025 Answer all questions. 1 Cluster 1: Geography in Everyday Life (a) Study Fig. 1.1 [Insert], which shows a map of existing and new developments in and around Bedok. (i) Using Fig 1.1, describe how spatial associations in the Bedok South neighbourhood can help enhance the everyday life of residents. [4] Award 1 mark for description of each set spatial associations and enhancement, to a maximum of 2 marks. Award 1 additional mark for elaboration of each description. • Integrated development + integrated transport hub [1m] o people can travel from other parts of Bedok South to access the services at the integrated devpt [1 additional mark] • School & housing precinct [1m] o within walking distance, can commute easily to & from school [1 additional mark] • Sports & recreation next to Bedok MRT and integrated transport hub [1m] o so people can go there easily for sporting events, grab a bite [1 additional mark] • CC & residential development [1m] o so people can gather at the CC for events, attend classes etc. (social gatherings also accepted) [1 additional mark] Any other plausible answers accepted. AO2 (ii) With reference to Fig. 1.1, explain how the new developments can help the Bedok South neighbourhood achieve economic and social sustainability. [4] Award 1 mark for each explanation of economic and social sustainability, to a maximum of 4 marks. Award 1 additional mark for elaboration of each explanation. Economic: • School next to housing estate, reduce transport costs for students [1m] • Integrated transport hub means no need to build additional infrastructure to connect the transport modes [1m] • Integrated development can provide employment for residents, earn income & increase SoL [1m] Social: • Siglap CC provides shared community space for residents of Bedok South Horizon to have regular social interaction [1m]

3 Prelim 4E GY 2279/02 2025 • New sports & recreation facility/more parks/Outdoor Play Corridor allows residents to gather for recreational activities [1m] Note: question specifies new developments so existing developments are not accepted. Any other plausible answers accepted. AO2 (b) Study Fig. 1.2, which shows a volunteer taking visitors on a tour of the Botanic Gardens in Singapore, and Fig. 1.3, which shows people tending to an edible garden at Jurong Lake Gardens. Volunteer taking visitors on a tour of the Botanic Gardens Fig. 1.2 People tending to an edible garden at Jurong Lake Gardens

4 Prelim 4E GY 2279/02 2025 Fig. 1.3 With reference to Fig. 1.2 and 1.3, describe how urban parks in Singapore may provide ecosystem services to local communities. [3] Award 1 mark for each description of ecosystem services, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. • Provisioning ecosystem services: edible garden can provide food [1m] • Regulating ecosystem services: trees lower surface & air temp, provide shade [1m]; o regulate water flow so less flooding [1 additional mark] o improve air quality [1 additional mark] • Cultural ecosystem services: improve mental & physical health [1m] o foster social belonging & group identity [1 additional mark] o space for educational opportunities [1 additional mark] AO1 (c) Using an example, explain how the strengthening of relationships among residents can help to manage the risk of disasters in neighbourhoods. [4] Award 1 mark for each point on how strengthening relationships can manage disaster risk, to a maximum of 4 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable.

5 Prelim 4E GY 2279/02 2025 Reserve 1 mark for example. • Disaster risk management plans in neighbourhoods may only be effective and sustainable if there is widespread support and long-term participation from the residents. [1m] • Strengthening relationships among residents is one such way of building community resilience so that they can resist, adapt to and recover from the impact of disasters. [1m] • Residents are encouraged to get to know their neighbours so that they can depend on one another during an emergency. [1m] • E.g. The People's Association (PA) builds community resilience by organising a wide range of community activities aimed at fostering positive relationships/ bringing people of different ages and backgrounds together. [1m] o The community’s resilience was shown during the COVID-19 pandemic as residents came together to provide assistance to others in need (e.g. mask and food distribution). [1 additional mark] AO1 [Total: 15 marks] 2 Cluster 4: Tectonics (a) Study Fig. 2.1 [Insert], which is a map showing the epicentre of a 2016 earthquake off the coast of Sumatra, Indonesia. (i) With reference to Fig. 2.1, explain how the earthquake may have occurred. [4] Award 1 mark for each point on the formation of the earthquake, to a maximum of 4m. Award a maximum of 1 additional mark for further development of each point, where applicable. • The plate boundary between the Indo-Australian plate and the Eurasian plate contains systems of deep fractures called faults. [1m] • The earthquake may have occurred when rock masses on either side of a fault are pushed by the convergent tectonic forces, [1m] o due to the convergence of the Indo-Australian plate and the Eurasian plate [1 additional mark] • Friction causes them to get locked, and stress builds up. [1m] • When the stress exceeds the strength of the fault (or rock), the rocks snap/jerk/suddenly move to a new position. [1m] • This sudden movement causes seismic waves to be released, resulting in ground shaking/earthquakes. [1m]

6 Prelim 4E GY 2279/02 2025 AO1 (ii) The earthquake, measuring 7.8Mw, struck on 2 March 2016 at 11.00pm. It was expected to affect places such as Padang (population 833,562) and Aceh (population 5.5 million). Using Fig. 2.1 and the given information, compare factors that may affect the disaster risks faced by places such as Padang & Aceh due to the earthquake. [5] Award 1 mark for each comparison, to a maximum of 5m. Award a maximum of 1 additional mark for further development of each point, where applicable. Similarities: • Time of shaking - EQ struck at 11pm local time, when many people in both Padang and Aceh would be at home either asleep or getting ready for sleep [1m] o Hence would be less alert and unable to evacuate quickly [1 additional mark] o They would be likely to be trapped if buildings were to collapse, causing injuries and loss of lives [1 additional mark] • Exposure to tsunami hazard – both are located on the western coast of Sumatra, where the epicentre is located, therefore both places may experience tsunami triggered by the EQ [1m] Differences: • Distance from epicentre – Aceh is located farther from epicentre (>1000km) than Padang (about 700km) [1m] • Seismic waves will be weaker by the time they reach Aceh, compared to Padang [1m] o as more energy is absorbed by the rocks before the seismic waves reach Aceh [1 additional mark] o Buildings and bridges are less likely to collapse in Aceh due to the ground shaking [1 additional mark] • Population – Aceh has higher population of 5.5 million compared to Padang’s lower population of 833,562. [1m] • Therefore there is a greater number of p