geog prelim 2015

1. Question Analysis
2015 O level prelim exams

2. 1m for any of the following hypothesis:
• Tourists are attracted to Bali mainly for its
natural attractions.
• Tourists are attracted to Bali mainly for its
human attractions.
• Tourists are attracted to Bali more for its
natural than human attractions.
• Accept any other plausible answers.
1 Students in Indonesia were interested in the development of tourism in a province, Bali,
located in the south-east part of the Indonesian Islands. They decided to study whether
tourists visited the province for its natural or human attractions.
(a) State a hypothesis for their investigation [1]

3. 1m for each of the following points:
• More options for each question.
• Include open-ended questions.
• Allow tourists to choose multiple options.
• Ask more questions such as ‘which attractions
are you most attracted to in Bali?’
• Ask questions on reasons why they like the
attractions or what they do at the attractions
• Accept any plausible answers.
(i) Suggest two ways in which the questionnaire(Fig. 1) couldbeimproved. [2]

4. 1m for each of the following points:
• A simple bar graph.
• The y-axis would be the number of
respondents
• The x-axis would be the reasons why
tourists chose Bali as a holiday
destination.
(ii) Fig 2 shows the results of the questionnaires conducted. Describe one way results of
question 3 in the questionnaire could be presented.
[2]

5. Reserve 3 marks for explanation of conducting survey.
Reserve 1 mark for potential problem.
• 1m for each of the following points on explanation of survey:
• WHERE: Choose either the entry or exit of tourist attraction as
site to observe and count the number of visitors.
• Note the suitability of the site in terms of its likelihood of
having many visitors and a safe area to stand to observe and
count.
• WHEN: Make sure all visitor counts are conducted for all
selected tourist attractions over the same time period, such as
from hour at opening / lunch / before closing on a particular
day. .
• HOW: Use either the pocket tally counter or the traditional tally
method to assist with counting.
• Accept other plausible points.
(i) Explain how the students might conduct the pedestrian count survey and state a
potential problem they might have in conducting the survey. [4]

6. • 1m for each of the following points on potential
problems:
• Most of the attractions are outdoors. Weather
conditions such as heavy rain may affect the students’
ability to collect pedestrian count.
• There are multiple entrances or exits to each tourist
attraction or no entrance or exit at all (Kuta / Tanah Lot
Temple). Hence, students may have difficulty choosing
the spot to do the pedestrian count. This could affect
their readings.
• Accept any other plausible answers.

7. 1m for each of the following points
• Taking a stand (Natural / Human)
• Evidence from Fig 4 to support
• Evidence from Fig 2 to support
• Provide a critique of the data collection
process to show if it is reliable.
– List 1 good point / 1 bad point
(ii) Based on the students’ findings from the pedestrian count survey shown in Fig 4 and
data collected in Fig 2, state whether tourists visit Bali – do for its natural or human
attractions and comment on the reliability of the data collected in the investigation.
[4]

8. 2
1m for any of the following hypothesis:
• Wind comes from the sea in the day.
• Wind comes from the land in the night.
• Wind is stronger in the day than the night.
• Accept any other plausible answers.
(a) Stateasuitablehypothesisfortheirinvestigation. [1]

9. 1m for any of the following answers (up to 2m):
• Collect more days of data (up to a month)
• Collect the data twice each time and take an
average
• Accept any other plausible answers.
(b) (i) Suggest two ways to increase the accuracy of the data collection. [2]
(ii) Identify and describe a suitable way to represent the wind direction data. [2]

10. 1m for each of the following points:
• A simple wind rose.
• The number in the middle to indicate number
of days with no wind and the wings to indicate
the days of wind from each direction.
(b) (i) Suggest two ways to increase the accuracy of the data collection. [2]
(ii) Identify and describe a suitable way to represent the wind direction data. [2]

11. 1m for each of the following points:
• Wind Vane
• Device points to the direction of the prevailing
wind at that moment.
• Anemometer
• Device captures the speed of the wind using
the rotation of the cups attached to the
device.
(c) (i) Identifyanddescribetwo weathermeasuring instrumentsthatcanbeusedtoobtainthe
datain Fig6.
[4]

12. 1m for each of the following points:
• Wind direction is consistent from the South /
South East in the day
• Evidence of sea breeze
• Wind direction is consistent from the North /
North West in the night
• Evidence of land breeze
(ii) Based on the data collected in the investigation, state and explain possible local wind
phenomena that could explain the data obtained.
[4]

13. 3
1m for each of the following points:
• Gradual increase in Dream World visitors from
1980 to 2015.
• Increase from 20 000 to about 55 000 visitors /
increase of 35 000 visitors
• Less rapid increase in Waitomo Caves visitors
from 1980 to 2010, no increase from 2010 to
2015
• Increase from 20 000 to about 35 000 visitor /
increase of 15 000 visitors.
(a) Describe the change in tourist numbers for Dream World Gold Coast (Australia) and Waitomo
Caves (New Zealand) from 1980 to 2015. Account for the stabilizing in tourist numbers for
Waitomo Caves from 2010 onwards.
[4]

14. • Student must answer the question “How true
is the statement”
• Answer covers the key factor “Ecotourism –
focus on Singapore as a case study”
comprehensively with full examples listed.
• Answer should explore at least 1 opposite
stand comprehensively with full examples
listed (limitation of ecotourism on small island
nations).
(b) ‘Ecotourism is the most ideal form of tourism for an island nation like Singapore’
How true is this statement? Give reasons for your answer.
[8]

15. Level 1 0-3 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 beunclear. Examples are lacking. A basic
answer that has little development.
Level 2 4-6 marks Disagreement or agreement will be supported by appropriate
details. Or both agreement and disagreement areconsidered
but support is patchy so that the answer is not full. Some
attempts of giving goodexamples. Good reasoning and logic in
parts of the answer with good expression in places.
Level 3 7-8 marks At this level, answers will be supported by sound knowledge.
Both agreement and disagreement are considered and well
supported. Specific examples given. Reasoning is clear and
logical with good expression of language.

16. 4
1m for each of the following points:
• Southwest monsoon.
• Winds sweep up from the southern hemisphere
(June – winter) in a South East direction towards
the equator.
• At the equator, the winds are deflected by the
Coriolis Effect and it bends to the Southwest
direction and hits the Indian peninsular.
• The wind is heavy with moisture picked up from
the Indian Ocean and brings monsoon rains to
the Indian subcontinent.
(a) Identify the wind phenomena shown and briefly explain what occurs at that location. [4]

17. • Student must answer the question “To what
extent do you agree with the statement”
• Answer covers the key factor “Literacy – focus on
LDC’s obstacles with National Policies (Indian
case-studies found in Textbook)”
comprehensively with full examples listed.
• Answer should explore at least 1 opposite stand
comprehensively with full examples listed
(Governmental / Social / Technological
limitation).
(b) “Level of literacy is the biggest obstacle that LDCs face when implementing National Policies
that control pollution .”
To what extent do you agree with this statement? Give reasons for your answer.
[8]

18. Level 1 0-3 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 beunclear. Examples are lacking. A basic
answer that has little development.
Level 2 4-6 marks Disagreement or agreement will be supported by appropriate
details. Or both agreement and disagreement areconsidered
but support is patchy so that the answer is not full. Some
attempts of giving goodexamples. Good reasoning and logic in
parts of the answer with good expression in places.
Level 3 7-8 marks At this level, answers will be supported by sound knowledge.
Both agreement and disagreement are considered and well
supported. Specific examples given. Reasoning is clear and
logical with good expression of language.

19. 5
1m for each of the following points:
• Destructive Continental-Oceanic plate margin.
• Denser oceanic plate subducts,
• Less dense Continental plate buckles and folds
• Formation of fold mountain range on less
dense continental plate
• Example shown is Rocky mountains.
(a) ExplainhowthemountainrangeshowninFig.9wasformed. [4]

20. • 2m for diagram of transform/shear fault. 2m
for points below
• • When transform faults slide past, large
friction is generated
• • Translated into earthquakes on surface,
destroying property and killing lives
(b) Brieflyexplain (with the aid of adiagram) howa shearfault affectsthehuman populationliving
around it.
[4]

21. 1m for each of the following points:
• The extent of damage for the 3 buildings is vastly
different
• The new building is build to modern earthquake
standards, survives
• The building built in the 1960s did not benefit
from previous earthquake experience hence
could not withstand the earthquake.
• The wooden building was built before 1960s, it
could not withstand the intensity (6.8) of the
earthquake hence was destroyed.
(c) Fig 10 shows damage in Kobe after the 1995 Kobe Earthquake. The earthquake measured
6.8 on the Richter Scale and occurred on 17 January 1995. Using the information in Fig 10,
account for the different damage to the three buildings highlighted.
[4]

22. 1m for each of the following points:
• Large scale destruction of SGP’s buildings
• Our building standards imposed are
equivalent to the building in Fig 10 (1960s) as
there is very low risk of such earthquakes
occurring in SGP.
(d) BasedontheinformationinFig10andyourunderstandingofSingapore’sbuildings, how
wouldanearthquakeofsimilarmagnitudeimpactSingapore?
[2]

23. 1m for each of the following points:
• Food that has been modified artificially for
specific qualities.
• Specifically for high yield / enhanced
durability / increase in nutrient level.
• BT Corn / Super Rice / Flava Savr Tomatoes /
etc.
(e) Withanamedexample,brieflyexplainwhat is GMfood. [3]

24. • Candidate must make an assessment of BOTH
FACTORS.
• Answer covers the key factors “Emergency
exercises and Improvements in Building
Technology” comprehensively with full
examples listed.
• Answer explores at least 1 benefit
comprehensively with full examples listed.
(f) “Emergency exercises and Improvements in building technology in are the most important
factors in determining level of destruction and loss of life caused by earthquakes”. Assess the
impact of both factors in mitigating the impact of earthquakes. Explain your answer.
[8]

25. Level 1 0-3 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 beunclear. Examples are lacking. A basic
answer that has little development.
Level 2 4-6 marks Disagreement or agreement will be supported by appropriate
details. Or both agreement and disagreement areconsidered
but support is patchy so that the answer is not full. Some
attempts of giving goodexamples. Good reasoning and logic in
parts of the answer with good expression in places.
Level 3 7-8 marks At this level, answers will be supported by sound knowledge.
Both agreement and disagreement are considered and well
supported. Specific examples given. Reasoning is clear and
logical with good expression of language.

26. 6
1m for each of the following points:
• Constructive continental-continental plate
margin.
• Plate diverge, magma rises and cools and
solidifies,
• A rift valley is formed between the divergent
plates
• The land-mass on the separate plates move
slowly apart as the rift valley expands.
• Example shown is Rocky mountains.
(a) Explain howthe abovefeaturewas formed. [4]

27. • 2m for diagram of transform/shear fault. 2m
for points below
• Continental plates coverage, similar density,
minimal subduction takes place.
• Plates crush against one another and folds,
forming large fold mountains like the Himalaya
(b) With the aid of a diagram (if necessary), explain what occurs at a destructive fault margin
between two continentalplates.
[4]

28. 1m for each of the following points:
• Gradual change for USA from 1965 to 2000.
• From about 140 million tons to almost 200
million tons
• Massive increase for China from 1965 to 2000
• From about 25 million tons to about 260
million tons
(c) (i) Fig. 12 shows Protein Consumption from 1965 to 2000 in USA and China. Describe the
trend shown.
[4]

29. 1m for each of the following points:
• USA is a DC, there is already a relatively high
consumption of protein since 1960s
• China underwent massive development hence
the large increase in protein consumption as
people become richer.
(ii) ExplainbrieflythedifferenceinthetrendsobservedinFig12. [2]

30. • New Super rice prototype rice is has less stem
and more seeds
• For farmers, it means less wastage of nutrients
and larger yields
• For consumers, it means larger supply, hence
price will be lower. / the overall nutrition level
of the crop is higher hence it is more
beneficial to the consumers.
(d) Fig 13 shows the development of GM rice. Describe how the new super rice prototype benefits
the farmer and consumers.
[3]

31. • Answers must clearly address the question on
factor being the best solution.
• Answer covers the key factors “GM food”
comprehensively with full examples listed.
• Answer explores at least 1 other problem that
would reduce effectiveness of GM or another
way to reduce global malnutrition with full
examples listed
(e) “GM food crops are the best solution to reducing global malnutrition”. To what extent do you
agree with this statement? Explain your answer.
[8]

32. Level 1 0-3 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 beunclear. Examples are lacking. A basic
answer that has little development.
Level 2 4-6 marks Disagreement or agreement will be supported by appropriate
details. Or both agreement and disagreement areconsidered
but support is patchy so that the answer is not full. Some
attempts of giving goodexamples. Good reasoning and logic in
parts of the answer with good expression in places.
Level 3 7-8 marks At this level, answers will be supported by sound knowledge.
Both agreement and disagreement are considered and well
supported. Specific examples given. Reasoning is clear and
logical with good expression of language.