SCGS 2025 GEOG(E) MS Prelim

SINGAPORE CHINESE GIRLS’ SCHOOL PRELIMINARY EXAMINATION 2025 SECONDARY FOUR O-LEVEL PROGRAMME HUMANITIES 2260/02 Paper 2 Geography Thursday 21 August 2025 1 hour 45 minutes _________________________________________________________ ANSWER SCHEME 1

Cluster 1: Geography in Everyday Life (14m) 1 (a) Study Fig. 1.1 (Insert), which shows some activities planned by the Clementi Residents’ Committee to achieve social sustainability in Clementi, an urban neighbourhood in Singapore. Activities planned by the Clementi Residents’ Committee Fig. 1.1 Source: https://www.facebook.com/FOClementi/photos/a.374299680751/10161236689620752/?type=3 AO2 With reference to Fig. 1.1, explain how social sustainability can be achieved in urban neighbourhoods in Singapore. [4] Award 1 mark for each explanation of how social sustainability can be achieved, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Accept any other plausible point. ● Ensure that students feel included and foster sense of belonging o by creating study corner which requires no fees during exam period [1 additional mark] ● Ensure that students have a sense of shared identity o coming together for events [1 additional mark] at places found in Clementi ● Fostered by having shared community spaces to promote regular social interactions o such as areas around the Clementi CC (community centre) and (OR) the Study Corner at RC Centre [1 additional mark] ● Facilitate regular interactions amongst the residents by having specialised activities catered to their needs such as o jogging monthly, studying 3 times a week [1 additional mark] 2

(b) Study Fig. 1.2 (Insert) which shows a mental map drawn by an ex-resident of her childhood home in Tiong Bahru, Singapore. Fig. 1.2 Source: Adapted from https://www.hilaryho.net/ AO2 Using Fig. 1.2, suggest how the ex-resident’s sense of place for her childhood home in Tiong Bahru is acquired. [4] Award 1 mark for each explanation of the reasons for the resident’s sense of place of this area, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. ● Repeated encounters with some places, leading to the resident creating meanings and memories of them o grandfather’s traditional Chinese medicine shop nearby where the resident spent many afternoons [1 additional mark] o Local corner kopitiam where uncles drink and chat over beer [1 additional mark] ● Significant or memorable events that occur or memories from childhood o Memories of the chicken porridge at the food centre and the first time smelling fish at the wet market at the market [1 additional mark] o a vacant green space that had a small mimosa plant patch, where her mum showed her how mimosa leaves closed when you touched them [1 additional mark] ● The beautiful old tree and (OR) the Tiong Bahru market is/are (a) highly visible landmark(s) and easy for people to remember 3

(c) A group of students in School A wanted to find out if living near school helped in the punctuality of its students. They gathered data from their teachers about their average arrival times in school, downloaded from the automated system that records the students tapping in their attendance with their school identity card at the school gate. If the automated tapping system fails, the students will manually report their arrival times to their teachers in class. A sample of 60 students from those who lived at different distances from school was taken. Study Table 1.1, which shows the number of students, their home distance from school and their punctuality. Table 1.1 Average Arrival Times of students in School A Distance from School Punctuality Below 1 km 1 km – Less than 10 km More than 10 km Total Number of Students Early (More than 10 mins before school) 4 9 10 23 On time (0 mins -10 mins before school starts) 12 9 4 25 Late (After school starts) 4 2 6 12 Total Number of Students 20 20 20 60 AO3 Using Table 1.1, (i) evaluate the validity of the students’ findings. [3] Award 1 mark for each evaluation on the validity of the student’s findings, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each evaluation, where applicable. Possible responses include: Validity of the student’s findings [max 3m] Support ● The findings are valid because the data collected addresses the hypothesis, highlighting the average arrival times of students in School A 4

● The findings are valid because the data was collected from their teachers who downloaded from the automated system that records the students tapping in their attendance with their school identity card at the school gate ● The findings are valid because the data considered a sample of 60 students, with an equal number (20 students each) who live in places of varying distance from the school to allow for fair comparison Don’t Support ● The findings may not be valid because there may be some days when the automated tapping system fails, and the students will manually report their arrival times to their teachers in class. o This may give rise to errors/inaccurate reporting [1 additional mark] (ii) evaluate how well the data supports the hypothesis that living near school helped in the punctuality of its students. [3] Award 1 mark for each evaluation on how well the data supports the hypothesis, to a maximum of 3 marks. Award a maximum of 1 additional mark for further development of each evaluation, where applicable. How well the data supports the hypothesis Support ● More students who lived nearer school were punctual o 16 of these students (80%) who lived below 1km reached school early or on time [1 additional mark] ● Fewer students who lived further away were punctual o 14 of these students (70%) who lived further away (more than 10km) from school reached school early or on time [1 additional mark] Don’t support ● However, students who lived 1km to less than 10km from school showed the highest punctuality o 18 of these students (90%) were early or on time [1 additional mark] 5

Cluster 2: Tourism (18m) 2 (a) Explain how personal growth leads to the growth of tourism. [2] AO1 Award 1 mark for personal growth leads to the growth of tourism to a maximum of 2 marks. Award a maximum of 1 additional mark for further development of each explanation, where applicable. Personal Growth ● Travelling allows people to develop themselves further by learning something new or improving their existing knowledge and skills o Hence they may choose a travel destination where they can pick up a new