Secondary 4 Geography Preliminary Examination Paper 5

TuitionGoWhere Preliminary Examination Paper - Geography Secondary 4

Marking Scheme & Answer Key (Version 5)

Total Marks: 60

Section A: Map, Graph & Data Skills

1. Photograph Interpretation
(a) [2 marks]

• 1 mark for each valid description of the landform (e.g., steep cliff face, rock debris at base, undercutting, wave-cut notch).
• Example: "There is a steep, vertical cliff face." (1) "There is a pile of rock debris (scree) at the base of the cliff." (1)

(b) [3 marks]

• 1 mark for identifying the process (e.g., hydraulic action, abrasion).
• 1 mark for explaining the mechanism (e.g., waves hit the base, weakening the rock).
• 1 mark for explaining the result (e.g., rock collapses, cliff retreats).
• Example: "Waves use hydraulic action to force air into cracks in the rock at the base (1). This weakens the rock structure (1). Eventually, the overhanging rock collapses due to gravity, causing the cliff to retreat (1)."

2. Data Representation
(a) [1 mark]

• Calculation: (12 / 100) * 360 = 43.2°
• Answer: 43.2° (or 43°)

(b) [2 marks]

• 1 mark for each valid rule.
• Valid rules: Symbols must be drawn at the correct location (capital city/center of country); symbols must be proportional to the data value (larger % = larger circle); use a legend/key; use consistent units (e.g., radius or area).

3. Graph Analysis
(a) [1 mark]

• Tropical Rainforest Climate (or Equatorial Climate).

(b) [3 marks]

• 1 mark for identifying the season (Summer/Wet Season).
• 1 mark for explaining the cause (ITCZ movement / Intertropical Convergence Zone).
• 1 mark for linking to rainfall (convectional rain / rising air / cooling / condensation).
• Example: "In December-February, it is summer in the Southern Hemisphere (1). The ITCZ moves south towards the equator, bringing converging trade winds (1). The warm, moist air rises, cools, and condenses, causing heavy convectional rainfall (1)."

4. Map Analysis
(a) [2 marks]

• 1 mark for describing the pattern (e.g., highest temperatures in the city center/downtown).
• 1 mark for describing the gradient (e.g., temperatures decrease as distance from the center increases / towards the suburbs).

(b) [3 marks]

• 1 mark for identifying land use (e.g., commercial/residential vs. green space/water).
• 1 mark for linking to temperature (e.g., concrete/asphalt absorbs heat / lack of vegetation).
• 1 mark for explaining the effect (e.g., urban heat island effect).
• Example: "The city center has high-density commercial buildings made of concrete and asphalt, which absorb and retain heat, leading to high temperatures (1). In contrast, parks and water bodies have lower temperatures due to evapotranspiration and high albedo (1). This creates a temperature gradient from the hot center to cooler outskirts (1)."

5. Wave Characteristics
(a) [2 marks]

• Swash: Upward movement of water up the beach.
• Backwash: Downward movement of water down the beach.
• Crest: Highest point of the wave.
• Trough: Lowest point of the wave.

(b) [3 marks]

• 1 mark for identifying a characteristic (e.g., high frequency, high height).
• 1 mark for explaining the effect (e.g., strong backwash).
• 1 mark for linking to erosion (e.g., removes sediment, undercuts cliff).
• Example: "Destructive waves have a high frequency and large height (1). This results in a powerful backwash that is stronger than the swash (1). The strong backwash removes sediment from the beach and undercuts cliffs, leading to erosion (1)."

Section B: Physical Geography & Human Geography Application

6. Coastal Processes
(a) [3 marks]

• 1 mark for identifying rock type (e.g., granite vs. clay).
• 1 mark for explaining resistance (e.g., hard rocks resist erosion).
• 1 mark for explaining the outcome (e.g., soft rocks erode faster, forming bays).
• Example: "Hard rocks like granite are resistant to erosion and form headlands (1). Soft rocks like clay are less resistant and erode more quickly (1). This differential erosion creates bays between headlands (1)."

(b) [3 marks]

• 1 mark for identifying the ecosystem (mangroves).
• 1 mark for explaining the mechanism (e.g., roots trap sediment / dissipate wave energy).
• 1 mark for linking to erosion reduction.
• Example: "Mangrove roots create a dense network that traps sediment, building up the land (1). The roots also dissipate wave energy before it reaches the shore (1). This reduces the erosive force of waves on the coastline (1)."

7. Climate Change Impacts
(a) [2 marks]

• 1 mark for each valid impact (e.g., coral bleaching, loss of habitat, sea-level rise inundation, acidification).

(b) [3 marks]

• 1 mark for identifying vulnerability (e.g., low elevation).
• 1 mark for explaining the consequence (e.g., land loss, saltwater intrusion).
• 1 mark for linking to sustainability (e.g., threatens freshwater supply, agriculture).
• Example: "Low-lying islands have very little elevation above sea level (1). Even a small rise in sea level can inundate large areas of land, leading to loss of territory (1). This threatens freshwater lenses and agricultural land, undermining environmental and economic sustainability (1)."

8. Tourism Data Interpretation
(a) [2 marks]

• Calculation: ((15.0 - 3.0) / 15.0) * 100 = 80%
• Answer: 80% decrease.

(b) [2 marks]

• 1 mark for each valid reason (e.g., pandemic/travel restrictions, border closures, health concerns, economic downturn).

9. Disaster Risk Management
(a) [2 marks]

• Definition: The susceptibility of a community or system to the impacts of a hazard (e.g., lack of resources, poor infrastructure, high population density).

(b) [3 marks]

• 1 mark for explaining the system (e.g., monitoring weather, issuing alerts).
• 1 mark for explaining the action (e.g., evacuation, securing property).
• 1 mark for linking to impact reduction (e.g., saves lives, reduces injury).
• Example: "Early warning systems monitor cyclone paths and issue alerts to the public (1). This allows authorities to evacuate vulnerable populations and secure property (1). Evacuation reduces the number of casualties and injuries during the storm (1)."

10. Sustainable Development
(a) [2 marks]

• Definition: Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.

(b) [3 marks]

• 1 mark for describing the project.
• 1 mark for explaining the economic benefit.
• 1 mark for explaining the environmental protection.
• Example: "An eco-lodge project charges tourists for accommodation (1). The revenue supports local conservation efforts and protects the habitat (1). The design uses sustainable materials and minimizes waste, ensuring environmental sustainability while generating income (1)."

Section C: Extended Response

11. Tourism Growth (Demand vs. Destination Factors)
Marking Guide:

• Level 1 (1-3 marks): Simple statements, limited examples.
• Level 2 (4-6 marks): Some analysis, basic examples, partial argument.
• Level 3 (7-8 marks): Good analysis, relevant examples, balanced argument.
• Level 4 (9-10 marks): Comprehensive analysis, strong examples, well-reasoned conclusion.

Key Points to Include:

• Demand Factors: Rising disposable income, increased leisure time, cheaper transport (airlines), marketing/social media influence.
• Destination Factors: Infrastructure (airports, hotels), attractions (beaches, culture), safety, visa policies.
• Evaluation: Demand creates the desire, but destination factors determine if the trip actually happens. Both are interdependent.
• Conclusion: A balanced view is best; demand drives the potential, but destination development realizes it.

12. Climate Change Threat to Small Island States
Marking Guide:

• Level 1 (1-3 marks): Simple statements, limited examples.
• Level 2 (4-6 marks): Some analysis, basic examples, partial argument.
• Level 3 (7-8 marks): Good analysis, relevant examples, balanced argument.
• Level 4 (9-10 marks): Comprehensive analysis, strong examples, well-reasoned conclusion.

Key Points to Include:

• Threats: Sea-level rise (inundation), extreme weather (cyclones), coral bleaching, saltwater intrusion.
• Other Threats: Economic dependence on tourism/fishing, limited resources, political instability.
• Evaluation: Climate change is existential for small islands (land loss). Other threats are significant but often manageable or less immediate than total land loss.
• Conclusion: Climate change is the greatest threat because it threatens the very existence of the state (land and sovereignty).