SJI 2026 GEOG PRELIM P2 MS

St. Joseph’s Institution Year 4 Preliminary Examination 2026 Geography 2279/02 Marking Scheme Qn Answer Marks 1a Using Fig. 1.1, explain why Punggol can be considered a region. Award 1 mark for a valid explanation of what makes Punggol a region. Award 1 additional mark for further development of the explanation, where applicable. Possible responses include: ● The area is predominantly residential, with housing estates found throughout Punggol [1 mark]. ● The area shares similar urban characteristics, such as a common MRT/LRT transport network and bus interchange, serving residents across the region [1 mark]. 2 1b Describe how a Town Council is a sphere of influence in a neighbourhood. Award 1 mark for each explanation of how Town Council has a sphere of influence in the neighbourhood, to a maximum of 3 marks. Award 1 additional mark for further development of each explanation, where applicable. Possible responses include: ● The Town Council creates a sphere of influence by managing and maintaining residential estates and community facilities within the neighbourhood [1 mark]. Residents depend on the Town Council for services such as estate maintenance, cleanliness and landscaping, allowing the Town Council to influence residents' daily lives [1 additional mark]. ● The Town Council provides essential infrastructure such as sheltered walkways, transport nodes near residential areas [1 mark]. Residents rely on these facilities to travel safely and conveniently, enabling the Town Council to influence residents’ movement patterns within the neighbourhood [1 additional mark]. ● The Town Council collaborated with other stakeholders such as the grassroot organisations like the People’s Association (PA) or Residents’ Committee (RC) to organise community programmes and creates shared community spaces for residents [1 mark]. These activities encourage social interactions and community bonding, extending the Town Council's influence over the neighbourhood [1 additional mark]. 3 1

1ci Using Fig. 1.2, explain how the features provide both regulating and cultural ecosystem services to residents in the neighbourhood. Award 1 mark for explaining how regulating or cultural ecosystem services benefit the residents, to a maximum of 2 marks. Award 1 additional mark for further development of each explanation, where applicable. Possible responses include: Regulating Ecosystem Services Climate Regulation: ● Trees provide shade and cool the surrounding environment, helping to reduce the urban heat island effect [1 mark] ● The vegetation cools the surrounding air through evapotranspiration as the water that the leaves absorb through their roots is released into the air as water vapour. Evapotranspiration uses heat from the surrounding, cooling the surrounding air. [1 mark] Air Quality Regulation: ● Trees and vegetation absorb air pollutants from the atmosphere, such as carbon monoxide, sulphur dioxide, nitrogen oxide, improving air quality in the neighbourhood [1 mark] ● Leaves intercept small particles and air pollutants (particulate matter like haze and smoke), which are washed to the ground when it rains. [1 mark] Water Flow Regulation: ● The stepped platforms and surrounding vegetation help to slow down surface runoff by promoting water infiltration into the soil, reducing the risk of flooding during heavy rainfall [1 mark] Cultural Ecosystem Services ● Recreation: The paved paths and open spaces provide opportunities for residents to jog, cycle and relax, enhancing their physical and mental well-being [1 mark] ● Social interactions: Facilities such as seating areas, shelters and amphitheatre provide spaces for residents to gather, interact and strengthen community bonds [1 mark] 4 1cii Suggest one way residents in Punggol can act as environmental stewards to contribute to the sustainability of the neighbourhood. Award 1 mark for identifying a valid environmental stewardship action and 1 mark for explaining how the action contributes to environmental sustainability in the neighbourhood. Possible responses include: 2 2

● Residents can volunteer in community gardening to help maintain green spaces [1 mark] and share knowledge with others about the importance of healthy ecosystems [1 additional mark] ● Residents can volunteer in clean-up activities [1 mark] and educate others on proper waste disposal and the importance of clean environmental quality [1 additional mark]. ● Residents can participate in tree-planting or biodiversity conservation activities [1 mark] and raise environmental awareness about protecting local flora and fauna [1 additional mark]. ● Residents can participate in recycling efforts [1 mark] and educate other residents on sustainable practices such as recycling and reducing waste to encourage responsible environmental behaviour [1 additional mark]. 1d With reference to Fig. 1.3, assess the effectiveness of such programmes in reducing the impacts of disasters on neighbourhoods. Award 1 mark for each valid explanation of either an effectiveness or a limitation of how such programmes can reduce the impacts of disasters on neighbourhoods, to a maximum of 2 marks. Award 1 additional mark for further development of each explanation, where applicable. Possible responses include: Effective ● It equips residents with emergency response skills such as first aid skills, CPR and basic fire-fighting skills to resist, adapt and recover from a disaster [1 mark]. This enables them to provide immediate assistance during emergencies, reducing injuries and loss of life, enhancing community resilience [1 additional mark]. ● Residents become more aware of emergency procedures and are better prepared to respond during disasters [1 mark]. Trained residents can assist vulnerable groups during emergencies, reducing the overall impacts of disaster on the neighbourhood [1 additional mark]. Not effective ● The option of self-directed e-learning component provides limited opportunities for hands-on practice [1 mark]. Participants may not be confident or proficient in applying lifesaving skills effectively during actual emergencies [1 additional mark]. ● The programme is conducted only in English [1 mark]. Residents who are not proficient in English may have difficulty understanding and will not be effectively prepared with the skills [1 additional mark]. 4 3

2a With reference to Fig. 2.1, explain how magnetic striping provides evidence for the plate tectonic theory. Award 1 mark for each explanation of how different polarities provides evidence of seafloor spreading, to a maximum of 4 marks. Award 1 additional mark for further development of each explanation, where applicable. Possible responses include: ● Magnetic striping is the symmetrical pattern of alternating bands of rocks with normal and reversed polarity found on both sides of a mid-oceanic ridge [1 mark]. ● As iron-rich lava erupts at the mid-o