Answers to Prelims

1	A group of Secondary 4 students designed the questionnaire in Table 1 to survey tourists at Little India.
	(a)	Suggest limitations of the questionnaire in Table 1.                                                          [3]
		-        Hypothesis was included within the questionnaire which may affect/ sway the responses given by the tourists. -        Question 2 has two questions which may be distracting for the tourist to answer at the same time. -        Some questions such as Q4 may not be relevant to the hypothesis. -        Questions are all qualitative in nature and the respondents may not be motivated to complete it. - Tourists may not be there to shop - Tourists may have just arrived and unable to decide their favourite Note : Some of you write 'language barrier/rude' - irrelevant to Table 1 (Accept any three possible answers)
	(b)	Suggest how the questionnaire shown in Table 1 could be improved.                              [2]
		-        Have only one question each line -        Include quantitative questions (Yes/No)(Mcq) to make completing the survey easier for respondents Firdaus, Ting, Claudia, Azeimah
	(c)	The students interviewed every 10th tourist at Dunlop Street. Identify this sampling method and suggest one strength and one weakness of using this method.                                 [3]
		-        Systematic sampling method -        Strength : fair coverage of population, simple to use -        Weakness : insufficient respondents for small population size -10th tourist may not be keen in the survey (Accept any other possible answers)
	(d)	Suggest three difficulties that the students might face when they are conducting the survey.                                                                                                                               [3]
		-        The tourists may not be able to understand English or know how to read the questionnaire. -        The tourists may not be interested in doing the interview, or have no time to do it. -        The students may have difficulty in identifying whether the respondents are tourists or locals. -        The students may have difficulty in determining the 10th tourist if there is a large crowd. Note: Most of you lack elaboration on your points (Accept any other possible answers)
	(e)	The students came out with a land use survey of Little India as shown in Fig. 1 below.
		Using Fig. 1, describe the land use distribution of Dunlop Street.                                     [2]
		-        Majority of the land uses are made up of accommodation such as backpacker inns and hotels. -        Dunlop Street is catered mostly to tourists as there are accommodation, souvenir shops and tour agencies around. - Mostly cafes

2	Temperature and rainfall of the school in 2015 Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Temp ( °C) 14 12 18 20 26 28 30 30 28 20 18 16 Rain (mm) 30 30 70 100 250 300 270 280 190 110 60 30 Table 2
	(a)	Using the information in Table 2, complete Fig. 2 which shows the climograph of the school throughout the year.                                                                                               [2]
		Climograph of the school in 2015 30   x   x 400   x   x   x 20   x    x 350   x   x   x   x   x 10 300 0 250 -10 200 -20 150 -30 100 -40 50 J F M A M J J A S O N D Fig. 2 -        Correct plotting of temperature (1m) -        Correct plotting of precipitation (1m) Note : Must plot and connect the lines
	(b)	Name and describe how to use the instrument to collect precipitation.                             [3]
		-        Rain gauge -        Position the rain gauge in an open area where it is not close to buildings or trees. -        Prevent the rain gauge from falling over by sinking it into the ground with 30cm protruding above the surface. (One mark each) Some students are still writing '30cm deep'. Good answers by Jitlin and Darren
	(c)	Calculate the annual temperature range of the school in 2015.                                        [1]
		29 - 13 = 18 °C
	(d)	Using the data provided in Table 2, describe the relationship between temperature and precipitation of the school throughout the year.                                                                 [4]
		-        Relationship : Positively correlated -        When temperature increases, precipitation increases -        When temperature decreases, precipitation decreases -        Highest temperature is 30 °C and highest precipitation is 280mm in August -        Lowest temperature is 12°C and lowest precipitation is 300mm in February. (Accept any four points) Relationship refers to two factors and their connections
	(e)	The students decided to conduct another experiment to measure wind speed and air pressure. Name the instruments that are used to measure wind speed and air pressure. Describe how to use the instrument correctly to collect accurate data.                                            [3]
		Wind speed -        Anemometer (0.5 m) -        Hold the anemometer in an upright position away from obstructions, read the readings of the wind speed (1m) Air pressure -        Barometer (0.5 m) -        Calibrate it by pressing the center knob to match the current pressure, read the pressure reading (1m)

Section B

3	(ai)	Describe the domestic and international travel patterns shown in Fig. 4.                          [3]
		-        The number of domestic tourists are higher than the number of international tourists by 35000 tourists. -        Hokkaido has the highest number of domestic tourists from Tokyo at 45000 -        Taipei has the lowest number of international from Tokyo at 8000. Many students still didnt provide DATA from fig. 4
	(aii)	Account for the domestic and international travel patterns described in (ai).                    [3]
		-        Domestic flights are cheaper than international flights due to the shorter flight distance and hence lesser fuel charges. -        The rise of budget airlines caters to shorter haul flights that are more affordable. -        Tourists who only have a short holiday prefer to visit domestic destinations since it is more accessible and convenient. -        There is more knowledge about domestic destinations through mass media, therefore leading to more domestic tourism. (Accept any three points) Many students did not provide 3 reasons
	(b)	‘The damage to the environment is the worst impact that tourism brings.’ To what extent do you agree with this statement? Use examples to support your answer.                                                                                                                                             [6] Nat scored highest No need to talk about POSITIVE IMPACT Should have ONE NEGATIE ENVIRO impact + ONE NEGATIVE SOCIAL/ECO impact Negative Impact Examples Economic impacts -        Seasonal unemployment -        Underuse of facilities -        Shortage of services -        Price inflation for locals -        Leakage of tourism revenue -        70% of tourism revenue in Thailand ended with foreign-owned tour operators, airlines, hotels and imported items. Socio-culture impacts -        Dilution of culture and local customs -        Increased crime -        Padaung women of Burma objectified because of their unique accessories Environment impacts -        Increased carbon footprints -        Destruction of natural habitats -        Pollution and littering -        Vandalism -        Increased congestion -        Tourists visiting the Galapagos Islands have brought invasive species which threaten to destroy native species
		Level 1 (0 - 2 marks) At this level answers will be generalized or with minimal support if any stand were given at all. Reasoning rather weak and expression may be unclear. A basic answer that has little development. Award L1/1 for answer limited to simple listing of negative economic/social or environment impact. Award L1/2 for answer with description of negative economic/social or environment impact only. Level 2 (3 - 4 marks) Disagreement and agreement will be supported by appropriate detail. Or, both agreement and disagreement are considered, but support is patchy so that the answer is not full.  Good reasoning and logic in parts of the answer with good expression in places. Award L2/3 for answer with balanced evaluation of at least the negative environment impact and another negative impact (economic or social). Award L2/4 for answer with balanced evaluation of at least the negative environment impact and another negative impact (economic or social), with at least ONE example given. Level 3 (5 - 6 marks) At this level answers will be supported by sound knowledge. Both agreement and disagreement are considered and well supported.  Reasoning is clear and logical with good expression of language. Award L3/5 for answer with balanced evaluation of at least the negative environment impact and another negative impact (economic or social), with at least TWO examples given. Award L3/6 for answer with balanced evaluation of at least the negative environment impact and another negative impact (economic or social), with more than TWO examples given.

Section C

Answer one Question from Section C.

4	(a)	With the aid of annotated diagrams, explain how rift valleys are formed.                          [4]
		Diagram (0.5m each) -        Tensional forces -        Fault lines -        Drawing of middle section subsiding -        Labeling of Rift valley Explanation -        When two plates move away from each other, tensional forces causes fault lines to be formed (1m). -        The central block sinks due to gravity and forms a Rift valley (1m).
	(b)	With reference to Fig. 5, describe how a trench and a series of subduction volcanoes are formed.                                                                                                                               [4]
		Trench -        When the oceanic and continental crust move towards each other / converge (1m) -        Subduction of the denser oceanic plate occurs whereby the denser plate is pushed into the mantle, and a trench is formed at the subduction zone. (1m) Subduction volcanoes -        The subducted plate melts into the mantle due to high heat from the core, and results in excess magma being produced. (1m) -        The magma rises through the openings of the earth’s surface as volcanoes, a series of subduction volcanoes are formed. (1m)
	(c
		(a)   Magma chamber – underground pool of melted molten/liquid rock (2m) (b)   Pipe – narrow cone whereby magma from magma chamber escapes onto earth’s surface (2m)
	(d)	With the help of Fig. 7, explain the impact caused by an earthquake.                               [3]
		-        Destruction of properties : structural damage to houses -        Destruction of infrastructure : cracks to form on roads and buildings -        Tsunami : floods and damage coastal communities  (Award one mark each)
	(e)	Using information from Fig. 8, describe the distribution of active volcanoes.         [4]
		-        The active volcanoes are found along / near plate boundaries, -        known as the Pacific Ring of Fire. -        The volcanoes stretches from the western coast of North to South America. -        There is also another stretch of volcanoes across Japan, Philippines, Indonesia and New Zealand.
	(f)	‘The destruction of properties are considered to be the worst aftermath of an earthquake.’ To what extent do you agree with this statement? Use examples to support your answer.                                                                                                                                             [6] Student must discuss about destruction of properties, and any of the following factor: Threat of tsunamis, disruption of services, fire, landslides, destruction of infrastructure, loss of lives Factor Elaboration Example Disruption of services An earthquake can disrupt services such as the supply of electricity, gas and water. The earthquake in Kobe, Japan, in 1995 disrupted electricity, gas and water supplies to about a million of Kobe city’s 1.4 million residents. Fires Earthquakes may rupture gas pipes and this can provide fuel to start fires. For example, the earthquake in Kobe, Japan, in 1995 caused extensive fires. Level 1 (0 - 2 marks) At this level answers will be generalized or with minimal support if any stand were given at all. Reasoning rather weak and expression may be unclear. A basic answer that has little development. Award L1/1 for answer limited to simple listing of one or two hazards. Award L1/2 for answer with description of one or two hazards Level 2 (3 - 4 marks) Disagreement and agreement will be supported by appropriate detail. Or, both agreement and disagreement are considered, but support is patchy so that the answer is not full.  Good reasoning and logic in parts of the answer with good expression in places. Award L2/3 for answer with balanced evaluation of at least two hazards. Award L2/4 for answer with balanced evaluation of at least two hazards with at least ONE example given. Level 3 (5 - 6 marks) At this level answers will be supported by sound knowledge. Both agreement and disagreement are considered and well supported.  Reasoning is clear and logical with good expression of language. Award L3/5 for answer with balanced evaluation of at least two hazards, with at least TWO examples given. Award L3/6 for answer with balanced evaluation of at least two hazards, with more than TWO examples given.

5	Study Table 3 below which shows the information of City X and Y. Jordon, Jiawen did well
	(a)	Suggest 2 reasons why the temperature of City X and Y differs greatly although they are on the same line of latitude.                                                                                               [4]
		-        Altitude: City X could have higher altitude as the air is less dense at higher altitude and absorbs less long wave radiation, therefore results in cooler temperature. Whereas City Y could be at lower altitude as most heat is absorbed nearer to the earth’s surface, therefore it has a higher temperature. -        Distance from the sea: City X could be located nearer to the coast, whereby Maritime effect will lower its temperature. City Y could be located away from the coast, and more inland, which results in a higher temperature.
	(b)	With reference to Fig. 9, account for the differences in the amount of precipitation received by India in June and December.                                                                          [4]
		-        In June, India is experiencing the Southwest monsoon season (1m) -        Whereby water vapour is being carried from the southern hemisphere towards the northern hemisphere, and fall as heavy rain on India (1m) -        In December, India is experiencing the Northwest monsoon season (1m) -        Whereby there is little water vapour carried from the northern hemisphere towards the southern hemisphere, and thus there is little rain in India. (1m)
	(c)	Name the type of rain shown in Fig. 10 and explain how it is formed.                               [4] Tim, Jordon, Firdaus, Ervin did well
		-        Relief rain -        Warm air from the sea is forced to rise up the mountains as wind blows from the sea to the mountain. -        At dew point, condensation occurs and clouds are formed. When the water droplets are large enough, they fall as rain on the windward side. -        By the time the wind blows the air to the leeward side, it is dry and no rain falls there.
	(d)	Study Fig. 11 below which shows the formation of volcanoes at convergent and divergent plate boundaries.
		With the aid of Fig. 11, explain how volcanoes are formed at the plate boundaries.         [4]
		-        Convergent plate boundary: collision of plates cause subduction (1m) and melting of plates, this results in excess magma produced and magma rises through cracks on the Earth’s crust to form subduction volcanoes (1m) -        Divergent plate boundary: plates moving away from each other (1m) results in cracks on the earth’s surface, which causes magma to seep up from the ground, resulting in formation of volcanoes (1m)
	(e)	Describe three differences between the oceanic and continental crust.                            [3] Azeimah
		-        Location: oceanic crust is beneath deep ocean, but continental crust is beneath land masses and under shallow sea. -        Thickness: oceanic crust is very think (5-8km) but continental curst is very thick (30 – 60 km) -        Density : oceanic crust is denser(basalt) but continental crust is less dense (granite)
	(f)	‘Human activities are the main causes of global climate change.’ To what extent do you agree with this statement? Use examples to support your answer.                                                                                                                                                                                                                                                                                   [6] Student must discuss about human activity and any one factor below: -        Another human activity eg burning fossil fuel, deforestation, changing land uses -        Natural activities eg variations in solar output, volcanic eruptions Elaboration Examples Human activity (Burning fossil fuels) The burning of fossil fuels contributes to the release of carbon dioxide to the atmosphere. Carbon dioxide contributes to 72% of the greenhouse gas in the atmosphere. The burning of petroleum, coal and natural gases powers 80% of the world’s energy. This releases a large portion of carbon dioxide to the atmosphere. Human activity (Agriculture) Agriculture is the main cause of global climatic change. This is due to organic matter such as dead leaves and animals manure that releases methane into the atmosphere. Methane contributes 10% of the greenhouse gases in the atmosphere. During cattle farming, millions of tonnes of methane are being releases into the atmosphere as gases are released from the digestive systems of cattle. Natural activity (Volcanic eruption) Volcanic eruption can result in global dimming whereby the dust particles from the eruption forms condensation nuclei and creates more cloud cover. This reduces the amount of sunlight reaching the earth’s surface, and temporarily cools the earth’s surface. Mount Pinatubo eruption lowered temperatures by as much as 0.6°C for as long as two years. Level 1 (0 - 2 marks) At this level answers will be generalized or with minimal support if any stand were given at all. Reasoning rather weak and expression may be unclear. A basic answer that has little development. Award L1/1 for answer limited to simple listing of one or two activity. Award L1/2 for answer with description of one or two activity Level 2 (3 - 4 marks) Disagreement and agreement will be supported by appropriate detail. Or, both agreement and disagreement are considered, but support is patchy so that the answer is not full.  Good reasoning and logic in parts of the answer with good expression in places. Award L2/3 for answer with balanced evaluation of at least two activities. Award L2/4 for answer with balanced evaluation of at least two activities with at least ONE example given. Level 3 (5 - 6 marks) At this level answers will be supported by sound knowledge. Both agreement and disagreement are considered and well supported.  Reasoning is clear and logical with good expression of language. Award L3/5 for answer with balanced evaluation of at least two activities, with at least TWO examples given. Award L3/6 for answer with balanced evaluation of at least two activites, with more than TWO examples given.