Question Analysis2015 O level prelim exams

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]

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) could be improved. [2]

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]

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]

• 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.

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]

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) State a suitable hypothesis for their investigation. [1]

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]

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]

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) Identify and describe two weather measuring instruments that can be used to obtain the data in Fig 6.

[4]

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]

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]

• 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]

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 be unclear. 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 are considered but support is patchy so that the answer is not full. Some attempts of giving good examples. 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.

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]

• 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]

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 be unclear. 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 are considered but support is patchy so that the answer is not full. Some attempts of giving good examples. 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.

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) Explain how the mountain range shown in Fig. 9 was formed. [4]

• 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) Briefly explain (with the aid of a diagram) how a shear fault affects the human population living around it.

[4]

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]

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) Based on the information in Fig 10 and your understanding of Singapore’s buildings, how would an earthquake of similar magnitude impact Singapore?

[2]

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) With a named example, briefly explain what is GM food. [3]

• 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]

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 be unclear. 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 are considered but support is patchy so that the answer is not full. Some attempts of giving good examples. 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.

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 how the above feature was formed. [4]

• 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 continental plates.

[4]

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]

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) Explain briefly the difference in the trends observed in Fig 12. [2]

• 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]

• 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]

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 be unclear. 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 are considered but support is patchy so that the answer is not full. Some attempts of giving good examples. 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.