SCGS 2025 GEOG(E) QP Prelim

1 SINGAPORE CHINESE GIRLS’ SCHOOL PRELIMINARY EXAMINATION 2025 SECONDARY FOUR O-LEVEL PROGRAMME CENTRE NUMBER INDEX NUMBER HUMANITIES Paper 2 Geography 2260/02 Thursday 21 August 2025 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Insert ______________________________________________________________ READ THESE INSTRUCTIONS FIRST Write your name, class and register number on all the work you hand in. Write in dark blue or black pen. You may use a HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. Answer three questions in total: Section A Answer Question 1 and Question 2. Section B Answer 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. [Turn over

2 For Examiners’ Use Question 1 /14 Question 2 /18 Question 3 /18 Total /50 This document consists of 16 printed pages and 1 Insert. Section A Answer Question 1 and Question 2 1 Cluster 1: Geography in Everyday Life (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. With reference to Fig. 1.1, explain how social sustainability can be achieved in urban neighbourhoods in Singapore. …………….…………………………………………….…………………………………… …………….……….………………………………………………………………………… ………….………….………………………………………………………………………… …………….……….………………………………………………………………………… …………….………….……………………………………………………………………… ……………….…….………………………………………………………………………… ………………….…….……………………………………………………………………… ……………….………….…………………………………………………………………… ……………….………….…………………………………………………………………… …………….…………………………………………….…………………………………… [Turn over

3 …………….…………………………………………….…………………………………… …………….…………….……………………………………………………………….. [4] (b) Study Fig. 1.2 (Insert) which shows a mental map drawn by an ex-resident of her childhood home in Tiong Bahru, Singapore. Using Fig. 1.2, suggest how the ex-resident’s sense of place for her childhood home in Tiong Bahru is acquired. …………….…………………………………………….…………………………………… …………….……….………………………………………………………………………… …………….…………………………………………….…………………………………… …………….……….………………………………………………………………………… ………….………….………………………………………………………………………… …………….……….………………………………………………………………………… …………….…………………………………………….…………………………………… …………….……….………………………………………………………………………… ………….………….………………………………………………………………………… …………….……….………………………………………………………………………… …………….………….……………………………………………………………………… …………….…………….……………………………………………………………….. [4] (c) A group of students in School A wanted to find out if living near school has helped in the punctuality of its students. They gathered data from their teachers about students’ 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 [Turn over

4 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 [Turn over

5 (i) Evaluate the validity of the students’ findings. ………….…………………………………………….……………………………… ………….……….…………………………………………………………………… …………….…………………………………………….…………………………… …………….……….………………………………………………………………… …………….………….……………………………………………………………… …………………….……….………………………………………………………… …………………….…………………………………………….…………………… …………………….……….………………………………………………………… ………………….………….………………………………………………………… …………………….……….………………………………………………………… …………………….…………………………………………….…………………[3] (ii) Using Table 1.1, evaluate how well the data supports the hypothesis that living near school helped in the punctuality of its students. ………….…………………………………………….……………………………… ………….……….…………………………………………………………………… …………….…………………………………………….…………………………… …………………….……….………………………………………………………… ………………….………….………………………………………………………… …………………….……….………………………………………………………… …………………….………….……………………………………………………… ……………………….…….………………………………………………………… ………………………….…….……………………………………………………… ……………………….………….…………………………………………………… …………………………….………………………………………………………[3] [Total: 14] [Turn over

6 2 Cluster 2: Tourism (a) Explain how personal growth leads to the growth of tourism. …………….………….……………………………………………………………………… …………….………….……………………………………………………………………… ……………….…….………………………………………………………………………… ………………….…….……………………………………………………………………… ……………….………….…………………………………………………………………… …………….…………….……………………………………………………………….. [2] [Turn over

7 (b) Study Fig. 2.1, which shows stages of tourism development, with one stage missing in the figure. Stages of tourism development Fig. 2.1 Source: Adapted from https://commons.wikimedia.org/wiki/File:Butler_Model_of_Tourism_Graph.png (i) Using Fig. 2.1, identify the missing stage. ……….…………….……………………………………………………………….. [1] (ii) Describe two key characteristics of a tourist destination in the ‘Stagnation’ stage. ………….………….…………………………………………………………………… …………….……….…………………………………………………………………… …………….………….………………………………………………………………… ……………….…….…………………………………………………………………… ………………….…….………………………………………………………………… ……………….………….……………………………………………………………… …………….…………….………………………………………………………….. [2] [Turn over

8 (c) Study Fig. 2.2, which shows the different personality types of four tourists respectively. Descriptions of different types of tourists Tourist Description of Personality A ● Prefers own or no schedule/itinerary ● Likes to get to know hosts and their unique culture ● Prefers secluded/discrete destinations B ● Prefers travelling with friends, not with unknown tourists ● Is able to meet new people, especially hosts ● Likes travel that is less organised with some optional activities C ● Travels only with family and friends ● Itinerary arranged to avoid worries, misunderstandings, or over-expenditure ● Prefers to revisit favourite destinations and the familiar, relax and enjoy luxury D ● Prefers to travel with a group of friends ● Is generally comfortable with meeting tourists on packaged tours ● Likes to go to sun/beach/nightlife destinations that attract tourists in general, where there are crowds and action Fig. 2.2 Source: Adapted from https://www.researchgate.net/figure/Tourist-personality-types-and-proposed-associated-tourist-behaviours_tbl1_313646818 (i) Match the two personality types of travellers to two of the