ANDSS 2026 GEOG PRELIM P1 MS

This document consists of 15 printed pages. Setter: Miss Jess Neo O ANDERSON SECONDARY SCHOOL Preliminary Examinations 2026 Secondary Four Express CANDIDATE NAME: CLASS: / INDEX NUMBER: GEOGRAPHY Paper 1 MARK SCHEME 2279/01 25 August 2026 1 hour 45 minutes 0800 - 0945 Additional Materials: Insert READ THESE INSTRUCTIONS FIRST Write your name, class and index number on all the work you 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/tape. Answer ALL questions. 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. Total Marks 50

Prelim 4E GY 2279/01 2026 2 Cluster 1: Geography in Everyday Life A group of students were interested in investigating whether community gardens contribute to sustainable living in Singapore. Secondary data (Fig. 1.1) suggested that more residents were turning to community gardening since the COVID-19 pandemic. To determine whether this increased interest reflected a growing importance of community gardens in residents' lifestyles, they investigated the hypothesis : "Community gardens are becoming increasingly important in promoting sustainable lifestyles among Singapore residents." Changes in demand for community gardening in Singapore, 2018–2022 Fig. 1.1 (a) The students designed a questionnaire survey and planned to survey the residents living in Tampines Greenview over two weekday afternoons using convenience sampling. Fig. 1.2 (Insert) shows the map of Tampines Greenview. With reference to Fig. 1.2 (Insert), describe how the students could conduct their investigation to collect the data needed to test their hypothesis. [4] Award 1 mark for each description on how the investigation could be conducted up to a maximum of 3 marks. Award a maximum of 1 additional mark, for any further development • Students could divide themselves into pairs/groups and locate themselves at the different HDB blocks’ void decks, at the park, at the bus stop (accept any other suitable location) [1 mark] o where they most likely have high foot traffic so that they are able to get respondents for their survey [1 additional mark] • They will then approach any passer-by who is willing to do their survey [1 mark] till they hit their target number OR

Prelim 4E GY 2279/01 2026 3 • They could sample at least 30 people as this ensures that the sample size is large enough [1] o and it is representative of the population in the neighbourhood [1 additional mark] • The students should ensure that they visit the neighbourhood at the same time on both days and locate themselves at the same location to ensure that all other variables remain constant [1 mark] (b) Fig. 1.3 (Insert) shows the questionnaire survey the students designed. Comment on the design of their questionnaire survey. [3] Award 1 mark for each comment of the questionnaire survey up to a maximum of 2 marks Award a maximum of 1 additional mark, for any further development • Students made use of pre-defined responses for some of the questions (Q3 to Q5) which helps to guide the participants, making it easier for them to answer [1 mark] • There was the use of Likert scale for Question 3 and 5, which allows respondents to express degrees of opinion (e.g., from Strongly Disagree to Strongly Agree), /allowing them to not be forced to make a binary choice [1 mark] • There was a mix of open and closed-ended questions (e.g Question 6 as the open ended question while Q1-5 were closed ended) which allows respondents to also share their views openly [1 mark] o Students could then gain insights to the views shared by the respondents and probe further questions if necessary [1 additional mark] • Sequencing of the questions is well-thought out as simple questions (Gender, Age) are asked first to ease the respondent into the survey before moving into specific opinions on community gardening. [1 mark] • Question 6 serves as a direct, logical follow-up to Question 5, allowing respondents to immediately justify or elaborate on the option they just selected [1 mark] OR • Question 6 “Explain your answer” was unclear as respondents may not know if the question was referring to them having to explain their answer to Qn 3, 4 or 5. [1 mark] • For Question 2, there is no range of options given on age (e.g 0 to 20, 21 to 40, 41 to 60, 60 and above) [1 mark] o Age could be sensitive information and respondents may be hesitant to reveal their actual age. [1 additional mark] OR o Students would find it difficult to analyse and interpret the data easily as they are not put into fixed categories [1 additional mark] (c) The students tabulated the results for Question 5 in the questionnaire as shown in Fig. 1.4 (Insert). Describe a suitable presentation method to present the findings in Fig. 1.4 (Insert). [4] Award 1 mark for each description of up to a maximum of 3 marks. Award a maximum of 1 additional mark, for any further development

Prelim 4E GY 2279/01 2026 4 • Students could draw a comparison bar graph [1 mark reserved] • They could draw the X-axis (Horizontal) titled ‘ likert scale scores’ and Y-axis (Vertical) to represent the Number of Residents [1 mark] o Thereafter create 5 distinct categories along the x-axis to represent the Scores 1 to 5. [1 additional mark] o Y-axis: with a scale of 0 to 20 [1 additional mark] • As there are two different dates, they will need to assign a unique color or pattern to each day to tell them apart [1 mark] For Pie Chart: [1 mark reserved] - Students have to calculate the total number of the residents [1 mark] - They would have to divide the sectors of the pie chart according to the likert scale scores (1 to 5). [1 mark] - Likert scale scores which have the larger number of residents would have a larger proportion, vice versa [1 mark] o This is done by calculating the angle of each sector to decide the proportion to draw. [1 additional mark] - Label and colour each sector. [1 mark] (d) Study Fig. 1.5 (Insert), which shows some responses given by the residents on their views on community gardens in Question 6 of the questionaire. The students decided to generate a word cloud with all the responses given by the residents. Explain how generating a word cloud helps the students analyze the responses collected from the residents [3] Award 1 mark for each explanation up to a maximum of 2 marks. Award a maximum of 1 additional mark, for any further development • With the large number of responses gathered, it may be difficult to recognize the important points in the text-based data [1 mark] • Word clouds allows students to instantly identify the most dominant terms or sentiments shared by the residents [1 mark] without having to manually read and count every single response o It can also help identify words or ideas that the students might not have pre-emptively included as checkbox options in their original survey design, opening up new viewpoints for their analysis. [1 additional mark] • The bigger and bolder the word appears, the more often it is mentioned in the responses. [1 mark] (e) Taking into consideration the whole investigation conducted by the students, evaluate the validity of the students’ findings on the growing importance of community gardens in Singapore residents' lifestyles. [6] Award 1 mark for each evaluation, up to a maximum of 6 marks. Valid: • The data collected is largely valid as it supports the hypothesis.

Prelim 4E GY 2279/