SJI 2026 GEOG PRELIM P1 QP

1 CANDIDATE NAME CLASS 4 0 INDEX NUMBER GEOGRAPHY Paper 1 Candidates answer on the Question Paper. Additional Materials: Insert 2279/01 20 August 2026 1 hour 45 minutes (10:50 – 12:35) READ THESE INSTRUCTIONS FIRST Write your name, index number and class 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. 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. For Examiner’s Use Question 1 20 Question 2 15 Question 3 15 Total 50 This document consists of 15 printed pages, 1 blank page and 1 insert. ST JOSEPH’S INSTITUTION PRELIMINARY EXAMINATION 2026 (YEAR 4) [Turn over

2 Answer all questions. 1 Cluster 1: Geography in Everyday Life A group of students wanted to investigate how the introduction of eldercare facilities impacted local communities. They chose a HDB estate in Bishan where an eldercare facility is located. Study Fig. 1.1 (Insert), which shows a map of Bishan where the Lions Home for the elders is located. The students decided to test the hypothesis: ‘Residents living closer to the eldercare facility perceive the neighbourhood to be less liveable than residents living farther away’. To test the hypothesis, the students collected quantitative data from 30 residents living at two distance bands from the eldercare facility at a specific location . 15 residents were randomly selected from each distance band to participate in a liveability perception survey. The survey was conducted on a weekday at 12.00p.m. (a) Identify the sampling method that was used. ………………………………………………………………………………………………….. [1] (b) Study Table 1.1, which shows the results of the perception survey. Table 1.1 Results of the perception survey Residents living within 150m of the eldercare facility Aspect Very Negative (-2) Negative (-1) Neutral (0) Positive (+1) Very Positive (+2) Mean Score Services & support 2 3 3 5 2 0.13 Noise levels 6 4 2 2 1 −0.80 Traffic & parking 5 7 2 1 0 Access to healthcare services 1 2 3 6 3 Suitability of location in residential areas 3 4 3 3 2 −0.20 Residents living 150–300m from the eldercare facility Aspect Very Negative (-2) Negative (-1) Neutral (0) Positive (+1) Very Positive (+2) Mean Score Services & support 0 1 2 6 6 1.13 Noise levels 1 2 3 5 4 0.60 Traffic & parking 1 2 3 5 4 0.60 Access to healthcare services 0 1 2 5 7 1.20 Suitability of location in residential areas 0 1 3 6 5 1.00

3 (i) With reference to Table 1.1, e valuate the usefulness of using perception surveys in this investigation. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………….. [4] (ii) Using the information from Table 1.1, calculate the mean score for residents living within 150m of the eldercare facility and complete Table 1.1. [2] [Turn over

4 (iii) Use the information from Table 1.1 to complete the bar graph in Fig. 1.2 for the residents living within 150m of the eldercare facility. [4] Residents living within 150m of the eldercare facility (mean score by aspect) Fig. 1.2

5 (c) The perception survey results from 30 residents were presented on a scatter plot as shown in Fig. 1.3 (Insert). A resident from each distance band was then selected to draw a mental map highlighting places affected by the eldercare facility as shown in Fig. 1.4 (Insert). (i) Using Figs. 1. 3 and 1. 4, evaluate how well the data supports the students’ hypothesis: ‘Residents living closer to the eldercare facility perceive the neighbourhood to be less liveable than residents living farther away’. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………….. [5] [Turn over

6 (ii) Suggest two ways the students could improve the reliability of their findings. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………….. [4] [Total: 20]

7 2 Cluster 2: Tourism (a) Suggest how disruptions to transit routes can impact on the overall tourism system. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. …………………………………………………………………………………………………... [2] (b) Study Fig. 2.1 (Insert), which shows the monthly tourism nights spent by European Union (EU) residents in 2022. (i) Using Fig. 2.1, compare the monthly tourism patterns of EU residents aged 15 to 64 years and those aged 65 years and over. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………….. [3] [Turn over

8 (ii) Explain how seasonal variations in tourism can negatively affect the economy and environment of tourist destinations. ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… …………………………………………………………………………………………….. [4] (c) Study Fig. 2.2 (Insert), which shows a promotional flyer for a tourism product. With reference to Fig. 2.2, explain how private tours help promote tourism in less well - known destinations. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………………………………………………………………. ………………………………………………