2235 GEOGRAPHY ORDINARY LEVEL (2012)

GEOGRAPHY
GCE Ordinary Level (Syllabus 2235)
INTRODUCTION
The O Level Upper Secondary Geography syllabus, designed around 112 hours, is to be taught over two years and comprises Physical Geography, Human Geography and geographical skills and techniques. The physical geography topics are Plate Tectonics and Resulting Landforms, Weather and Climate, Natural Vegetation and Rivers and Coasts. The human geography topics are Geography of Food, The Industrial World, Tourism and Development.

AIMS
The syllabus aims to enable candidates to: 1. Acquire knowledge of the characteristics and distribution of physical and human phenomena; 2. Develop an understanding of the processes affecting the physical and human environments; 3. Provide a holistic understanding of physical-human relationships; 4. Develop skills in acquiring, communicating and applying geographical knowledge; 5. Develop an informed concern about the quality of the environment and the future of the human habitat, and thereby, enhance students sense of responsibility for the care of the Earth and its people; and 6. Develop awareness of contrasting opportunities and constraints which people face in local, regional and global environments.

KNOWLEDGE
The syllabus intends that candidates develop knowledge with regard to: 1. Geographical concepts, terms, facts, trends and theories; 2. Components of physical and human environments; 3. Spatial patterns of physical and human phenomena; 4. Relationships and interactions between and within physical and human phenomena at local, regional and global scales; and 5. Spatial and temporal changes in physical and human environments.

2235 GEOGRAPHY ORDINARY LEVEL (2012)

SKILLS
The syllabus intends for candidates to develop the skills to: 1. Identify and classify physical and human features of the environment; 2. Observe, collect and record geographic information from both primary and secondary sources; 3. Extract relevant information from geographical data (numerical, diagrammatic, pictorial and graphical forms); 4. Interpret and recognise patterns in geographical data and deduce relationships; 5. Use and apply geographical concepts, terms and facts learnt to new contexts and issues; and 6. Organise and present information in a coherent manner.

VALUES
Through their geographical training candidates should develop: 1. A sense of appreciation and responsibility for the quality of the environment and the desirability of sustainable development at local, regional and global scales; 2. Sensitivity towards the attitudes, values and beliefs of people in different human environments; 3. An awareness of Singapores strategic vulnerabilities and constraints, and the strategies used to overcome them; 4. An instinct for survival and confidence in the future of Singapore; and 5. An ability to make judgements on values and attitudes in the use and management of resources.

ASSESSMENT OBJECTIVES
Candidates should be able to: AO1: Knowledge Demonstrate relevant factual knowledge geographical facts, concepts, processes, interactions and trends AO2: Critical Understanding and Constructing Explanation Select, organise and apply concepts, terms and facts learnt Make judgements, recommendations and decisions AO3: Interpreting and Evaluating Geographical data Comprehend and extract relevant information from geographical data (numerical, diagrammatic, pictorial and graphical forms) Use and apply geographical knowledge and understanding to interpret geographical data o recognise patterns in geographical data and deduce relationships o compare and contrast different views o draw conclusions based on a reasoned consideration of evidence

2235 GEOGRAPHY ORDINARY LEVEL (2012)

ASSESSMENT SPECIFICATION GRID

Assessment Objective AO1 + 2 AO1 + 3 Note: AO1 forms part of the testing of AO2 and AO3 Weighting 50% 50%

EXAMINATION FORMAT
The examination consists of two papers Paper 1 (Physical Geography) and Paper 2 (Human Geography), taken at separate sittings. The duration of each paper is 1 hour 30 minutes. Candidates will answer a total of four questions and each question carries equal weighting (25% each). Each question consists of no more than five parts, including sub-division of parts. This includes an open-ended question which will be marked according to level-descriptors and capped at a maximum of 8 marks. Each open-ended question will be marked based on 3 levels. Paper 1 Physical Geography 1 hours (50%) Four structured questions will be set based on the following topics: Plate Tectonics and Resulting Landforms Weather and Climate Natural Vegetation Rivers and Coasts

Two questions will be set on specific topics. Two other questions will be set on a combination of topics. Each question carries 25 marks. Candidates are advised to spend 45 minutes on each question. Candidates must answer two questions from this paper. This paper carries 50 marks. Paper 2 Human Geography 1 hours (50%) Four structured questions will be set based on the following topics: Geography of Food The Industrial World Tourism Development

Two questions will be set on specific topics. Two other questions will be set on a combination of topics. Each question carries 25 marks. Candidates are advised to spend 45 minutes on each question. Candidates must answer two questions from this paper. This paper carries 50 marks. Note: Stimulus materials will be used where they facilitate the application of content to new contexts and issues. A non-exhaustive list of stimulus materials includes topographic and other maps, photographs, diagrams, sketches and texts. Skills of photograph interpretation, graphic construction, interpretation of data (primary and secondary), and simple descriptive analysis of statistical data may be assessed in the examination. Map reading may only be tested as a sub-part of a question. It will not be set as a full 25 mark question. Candidates may be assessed in the application of geographical knowledge in decision-making processes. 3

2235 GEOGRAPHY ORDINARY LEVEL (2012) Candidates should develop skills and techniques to interpret and evaluate geographical data. Geographical Data and Techniques for Upper Secondary Geography Maps Symbols Photographs Graphs Base maps, Sketch maps, Topographic maps, Road maps, Atlases, Choropleth maps, Isoline maps, Dot maps, Maps with proportional symbols (circles) Proportional circles Aerial photographs, Landscape photographs, Satellite images Line Graphs: Simple line graphs, Compound line graphs, Comparative line graphs, Divergent line graphs, Flow lines Bar graphs: Simple bar graphs Others: Triangular graphs, Pie charts, Histograms Others Statistical calculations to show patterns and changes Texts, Diagrams, Tables, Cartoons Percentages Ratios Mean, median, mode

Sources of data: books, journals, reports, the media, maps at a range of scales, statistics, censuses, graphs, questionnaires, photographs, remotely sensed images, interviews, information held in Geographic Information Systems and other information technology databases. Candidates should be able to: Describe landscape (physical and human) or geographical phenomena from photographs. Practice in describing physical and human landscapes and the physical-human interrelationships shown on photographs is essential. Attention should be given to drawing simple annotated sketches to illustrate the features recognised and described from photographs. Simple descriptions only are required by examiners but candidates may be required to explain the physical-human interrelationships, physical and/or human features recognised, for example, the processes or factors affecting the physical and human environments. Candidates should be able to recognise patterns and deduce relationships from oblique photographs. Extract and interpret information from diagrams, graphs, tables of data and written material. Graphs recommended for interpretation and plotting should include two-dimensional graphs to show a range of geographic information. Candidates should also be familiar with the use and interpretation of pie graphs. Candidates should be able to describe and analyse features and trends from tables of data and suggest relationships. The production of sketch maps should be encouraged as an integral part of the presentation of information. The drawing of sketch maps and sketch sections, especially with annotations, should be seen as a valuable aid in supporting information given in written accounts. This form of presentation is encouraged in the examination.

2235 GEOGRAPHY ORDINARY LEVEL (2012) Topographical Map Reading Skills Candidates will be expected to be familiar with the large-scale topographical maps of tropical regions on the scale of 1:50 000 and 1:25 000. It is possible for topographical maps of other regions to be used in questions on Physical Geography. Any map provided will contain a key. Techniques should be practised for describing and for analysing topographical maps. Candidates should be able to: Give grid references (4- and 6-figure grid references) and direction (both compass and bearings from grid north); Measure distances (straight-line and winding distances); Interpret scales (representative fraction, line/linear and statement); Interpret symbols; Calculate gradient; Describe and annotate cross-sections for interpretations (Candidates will not be asked to construct them); Divide a map into broad areas of relief (low river valley region, well-drained plateaux, steep sided uplands); Describe the relief using contour intervals; Give brief descriptions of cliff, gorge, valley and flood plain using appropriate geographical terms and simple adjectives showing an appreciation of their nature (e.g. broad, flat, steep-sided, deeplycut, gently sloping, convex, concave); Describe patterns and location of vegetation, land-use and communication; and Infer human activity from map evidence.

2235 GEOGRAPHY ORDINARY LEVEL (2012)

PAPER 1: PHYSICAL GEOGRAPHY

Candidates are required to study FOUR topics. These topics should be studied at a variety of scales from global to local, so as to provide candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs). It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus. The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology. Examples given are only for guidance and are not exhaustive. Case studies where applicable, are to be studied in greater detail.

PLATE TECTONICS AND THE RESULTING LANDFORMS 1. Plate Tectonics Structure of the Earth Causes of plate movement Types of plate boundaries o Divergent o Convergent o Transform 2. Phenomena and Landforms Associated with Plate Movements Phenomena o Earthquakes Landforms o Fold mountains o Rift valleys and block mountains o Volcanoes (shield, acid and composite) 3. Impact of and Adaptation to Earthquakes Impact of earthquakes (e.g. destruction of properties, tsunami, landslides) Living with earthquakes (e.g. rebuilding of city, building design, infrastructure) Developments in technology (e.g. earthquake monitoring and warning systems) Suggested Fieldwork/Techniques/Strategies Plot on a world map the locations of major earthquakes in the last 25 years Create a newspaper article/poster/radio broadcast to illustrate the damage caused by a major earthquake that happened in the last 25 years Develop a website to illustrate the damage caused by a major earthquake that happened in the last 25 years Design and construct a model of an earthquake-resistant building

2235 GEOGRAPHY ORDINARY LEVEL (2012) WEATHER AND CLIMATE 1. Elements of Weather Temperature o Factors influencing the temperature of locations Latitude Altitude Continental and maritime effect Cloud cover Relative humidity and rainfall o Relative humidity o Formation of Convectional rain Relief rain Pressure and winds o Pressure and movement of air o Wind systems Land and sea breezes Monsoon winds 2. Types of Climate (distribution and characteristics) Climate change in the last 200 years Tropical equatorial climate Tropical monsoon climate Cool temperate climate 3. Severe Weather Phenomena Natural and human causes of floods and droughts Impact of floods and droughts Responses to flooding (e.g. evacuation, building of dams, artificial leves, building control) and prolonged drought (e.g. irrigation, cloud seeding) Suggested Fieldwork/Techniques/Strategies Use weather map and/or satellite photos to analyse the weather of a particular location over a period of time Conduct interviews with people who have experienced floods Identify the architectural features in Singapore that are adapted to the tropical climate (Option: Show how architectural features in other countries are adapted to the different climates) Design a flood survival kit (applicable to other topics with hazards) NATURAL VEGETATION 1. Types of Natural Vegetation (distribution and characteristics) Tropical rainforests and mangroves Tropical monsoon forests Coniferous forests 2. Adaptation of the Natural Vegetation to the Environment (particularly climate) Diversity of plant species Structure of the forest Density Leaves Flowers and fruits Roots Bark 3. Uses of Forests Habitat (humans, flora and fauna) Water catchment Green Lungs of the Earth Timber Medical

2235 GEOGRAPHY ORDINARY LEVEL (2012) 4. Case Study of Deforestation in a Tropical Rainforest Causes of deforestation in a tropical rainforest (agriculture, logging, forest fires, urbanisation, housing, industrial activities and transport) Problems caused by deforestation o Loss of habitat and extinction of species o Changes in the nutrient cycle o Changes in water quality (pH level and sediment level) o Air pollution (haze) Management of tropical rainforests o Sustainable management (controlled logging, afforestation and conservation) Suggested Fieldwork/Techniques/Strategies Make a field sketch of the structure of a tropical forest in Singapore (e.g. Bukit Timah Nature Reserve, Sungei Buloh Nature Reserve) Estimate the number of flora species within a stipulated area (e.g. using quadrat sampling) Gather evidence on how humans have modified the tropical rainforest Debate the effectiveness of sustainable management of forests RIVERS AND COASTS 1. River Processes and their Related Landforms River system River processes o Erosion (corrasion/abrasion, attrition, hydraulic action and solution) o Transportation (solution, suspension, saltation and traction) o Deposition Landforms and features resulting from river processes o Waterfalls (e.g. Niagara Falls, USA; Kota Tinggi Falls, Peninsular Malaysia) o Gorges (e.g. Rhine Gorge, Germany; Three Gorges, China) o Valleys (e.g. Rhine Valley, Germany; Ganges Valley, India) o Floodplains (e.g. Mississippi, USA; Ganges, India and Bangladesh) - Meanders, oxbow lakes and leves o Deltas (e.g. Yangtze Delta, China; Mekong Delta, Vietnam) - Distributaries 2. Coastal Processes and their Related Landforms Coastal processes o Erosion (waves and currents) o Transportation (sediment movement and longshore drift) o Deposition Landforms and features resulting from coastal processes o Cliffs (e.g. White Cliffs of Dover, England) o Headlands, shore platforms (e.g. Dorset Coast, England) o Bays (e.g. Emerald Bay, Peninsular Malaysia) o Beaches (e.g. Changi Beach, Singapore) o Spits (e.g. Hurst Spit, England) o Tombolos (e.g. Loch Eriboll, Scotland) 3. River and Coastal Management River channel management o Channelisation (re-alignment, re-sectioning, bank protection, planting of vegetation) Coastal protection measures o Soft engineering (stabilising dunes, planting of vegetation, beach nourishment, encouraging the growth of coral reefs) o Hard engineering (seawalls, breakwaters, groynes, gabions) Suggested Fieldwork/Techniques/Strategies Collect beach materials (e.g. boulders, pebbles, sediments) and compare their characteristics (e.g. shapes, sizes, texture) in relation to their location Sketch a river/beach profile (e.g. Sungei Api Api, East Coast Park, Labrador Park) Survey the effectiveness of specific coastal protection measures used in Singapore

2235 GEOGRAPHY ORDINARY LEVEL (2012)

PAPER 2: HUMAN GEOGRAPHY

Candidates are required to study FOUR topics. These topics should be studied at a variety of scales from global to local, so as to provide candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs). It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus. The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology. Examples given are only for guidance and are not exhaustive. Case studies where applicable, are to be studied at greater detail.

GEOGRAPHY OF FOOD 1. Trends in Food Production and Distribution since 1960 Variations in food consumption between DCs and LDCs o Different levels of food consumption between DCs and LDCs o Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCs o Production of non-staple food (e.g. coffee, olives) replacing production of staple food in the LDCs Reasons for the variations in food consumption between DCs and LDCs (adequacy of food availability, stability of food supply and access to food) and the resulting impact 2. Factors Affecting Intensity of Food Production Factors affecting intensity of food production with reference to relevant examples o Physical (relief, soils and climate) o Social (land tenure and land fragmentation) o Economic (demand and capital) o Political (government policy) o Technological advances (Green Revolution and Blue Revolution) 3. Developments in Food Production Continuing intensification of food production activities (irrigation and use of chemicals) on water and soil quality Development of genetically modified food crops o Benefits (economic and regional development) o Threats (health and native species)

Suggested Fieldwork/Techniques/Strategies Make a list of the countries of origin of the food products sold in supermarket Interview a major food distributor to find out the reasons for importing various food products Survey food preferences of students and teachers in school

2235 GEOGRAPHY ORDINARY LEVEL (2012) THE INDUSTRIAL WORLD 1. Types of Industries Classification of industries: primary, secondary, tertiary and quaternary 2. Industrial Location Factors influencing industrial location (capital, energy, market, raw material, labour, land, transport, government and technology) with reference to relevant examples 3. Changing Industrial Trends since 1960 Trend of transference of manufacturing activities from DCs to LDCs o Competitive advantage (e.g. costs, incentives) o Space shrinking technologies of transportation (e.g. commercial jet aircraft, super freighters, containerisation) o Communications (e.g. satellite technology, optical fibre systems) 4. A Study of a Newly Industrialised Economy Characteristics of NIEs* (e.g. manufacturing share of GDP, share of total employment in manufacturing, share of manufactures in visible exports) *[Examples could include Singapore, Malaysia, South Korea, Brazil, Argentina, Chile] Case study of an electronics industry in an NIE o Factors influencing the location of an electronics industry o Challenges faced (e.g. competition from other countries) o Strategies for managing sustainable industrial development (e.g. managing depleting resources, recycling, appropriate technology, education)

Suggested Fieldwork/Techniques/Strategies Interview a representative of a transnational corporation (TNC) to find out the reasons for locating in Singapore or why TNCs/local companies are locating outside Singapore Create a chart showing the spatial organisation of a TNC Design a proposal to attract foreign investors to Singapore TOURISM 1. The Global Tourism Industry Trends in the global tourism industry o Domestic tourism o International tourism Reasons for the growth of global tourism o Demand factors (disposable income, leisure time and changing lifestyle) o Supply factors (investment in infrastructure and services) o Others (media, transport networks and conventions) 2. Impact of the Growth of Tourism* Economic (e.g. loss of local economy, job creation) Socio-cultural (e.g. crimes, drugs and preservation of local customs and heritage) Environmental (e.g. littering, vandalism and protection of environment) *[This should be studied with reference to examples from any of the following: coastal areas, mountainous areas, national parks, theme parks, heritage sites and urban areas.]

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2235 GEOGRAPHY ORDINARY LEVEL (2012)

3. Managing the Impact of Tourism Conservation of fragile environments and sustainable tourism o Laws and regulation o Support from local population Responsibilities of various groups in conserving and protecting tourist areas o Visitors o Tour operators o Planning authorities o Non-governmental organisations (e.g. The International Eco-tourism Society, Conservation International) Suggested Fieldwork/Techniques/Strategies Design a poster reminding visitors of their responsibilities when visiting an eco-tourism area Create an advertisement to market niche attractions in Singapore Compose a song/rap to promote Singapore to the world Design and conduct a tour for your fellow school-mates Join a local tour and evaluate its effectiveness
DEVELOPMENT

1. Variations in Development in the World Uneven development exists between DCs and LDCs o Core-periphery relationships between DCs and LDCs Economic (income per capita, employment structure and employment opportunities) Health (life expectancy, infant mortality rate, water supply and sanitation) Education (literacy rate) 2. Reasons for Variations in Development in the World Reasons why uneven development exists between DCs and LDCs o Historical (colonial history) o Physical (raw materials and climate) o Economic (process of cumulative causation) o Social (education) o Political (conflict and leadership) 3. Strategies to Alleviate Uneven Development National development (e.g. water supply, population policy, education, health) International co-operation o Role of international organisations (World Bank and Asian Development Bank) o International agreements (United Nations Millennium Development Goals and United Nations Convention on the Laws of the Sea) Suggested Fieldwork/Techniques/Strategies Create a multimedia clip to highlight how contrasts in buildings (e.g. along the Singapore River, Katong) reflect the development of Singapore Collect statistics (e.g. life expectancy, literacy rate) of ASEAN countries over 30 years Simulate a discussion between a government and an international organisation to bring about development (long-term/short-term) to a country or countries

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DETAILS OF SYLLABUS PAPER 1: PHYSICAL GEOGRAPHY

TOPIC 1: PLATE TECTONICS AND RESULTING LANDFORMS 1. Plate Tectonics 2. Phenomena and Landforms Associated with Plate Movements 3. Impact of and Adaptation to Earthquakes TOPIC 2: WEATHER AND CLIMATE 1. Elements of Weather 2. Types of Climate (distribution and characteristics) 3. Severe Weather Phenomena TOPIC 3: NATURAL VEGETATION 1. Types of Natural Vegetation (distribution and characteristics) 2. Adaptation of the Natural Vegetation to the Environment (particularly climate) 3. Uses of Forests 4. Case Study of Deforestation in a Tropical Forest TOPIC 4: RIVERS AND COASTS 1. River Processes and Their Related Landforms 2. Coastal Processes and Their Related Landforms 3. River and Coastal Management

Remarks
Candidates are required to study FOUR topics. These topics should be studied at a variety of scales from global to local, so as to provide candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs). 2235 GEOGRAPHY ORDINARY LEVEL (2012) It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus. The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology. Examples given are only for guidance and are not exhaustive. Case studies where applicable, are to be studied in greater detail.

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PHYSICAL GEOGRAPHY: PLATE TECTONICS AND RESULTING LANDFORMS

CONTENT 1. Plate Tectonics Structure of the Earth Causes of plate movement Types of plate boundaries o Divergent o Convergent o Transform LEARNING OUTCOMES Students will be able to: Describe the distribution of plates Describe the different plate movements encountered at the various plate boundaries Explain the movement of plates MAIN CONCEPTS VALUES/ATTITUDES

Core Mantle Continental crust Oceanic crust Tectonic plate Sea Floor Spreading Subduction zone Divergent boundary Convergent boundary Transform boundary

Adaptability Ingenuity Pragmatism Preparedness for any eventuality Resilience Risk-taking

2235 GEOGRAPHY ORDINARY LEVEL (2012)

2. Phenomena and Landforms Associated with Plate Movements Phenomena o Earthquakes Landforms o Fold mountains o Rift valleys and block mountains o Volcanoes (shield, acid and composite)

Discuss the importance of plate tectonics in influencing the general distribution of phenomena and landforms associated with plate movements Explain the causes of phenomena and landforms associated with plate movements Describe the characteristics of phenomena and landforms associated with plate movements Describe the structure of volcanoes Explain the form of volcanoes

Earthquake Epicentre Focus Vulcanicity Tensional force Compressional force Faulting Folding Fold mountain Rift valley Block mountain Volcano Shield volcano Acid volcano Composite volcano Magma Lava Viscosity

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PHYSICAL GEOGRAPHY: PLATE TECTONICS AND RESULTING LANDFORMS CONTINUED

CONTENT 3. Impact of and Adaptation to Earthquakes Impact of earthquakes (e.g. destruction of properties, tsunami, landslides) Living with earthquakes (e.g. rebuilding of city, building design, infrastructure) Developments in technology (e.g. earthquake monitoring and warning systems) Suggested Fieldwork/Techniques/ Strategies Plot on a world map the locations of major earthquakes in the last 25 years Create a newspaper article/poster/radio broadcast to illustrate the damage caused by a major earthquake that happened in the last 25 years Develop a website to illustrate the damage caused by a major earthquake that happened in the last 25 years Design and construct a model of an earthquake-resistant building LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Discuss the impact of earthquakes on people living in an earthquake-prone area Assess the effectiveness of strategies in mitigating and responding to the effects of earthquakes

Richter Scale Hazards Aftershocks

2235 GEOGRAPHY ORDINARY LEVEL (2012)

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PHYSICAL GEOGRAPHY: WEATHER AND CLIMATE

CONTENT 1. Elements of Weather Temperature o Factors influencing the temperature of locations Latitude Altitude Continental and maritime effect Cloud cover Relative humidity and rainfall o Relative humidity o Formation of Convectional rain Relief rain LEARNING OUTCOMES Students will be able to: Differentiate between weather and climate Explain the variations in temperature in a particular location Compare and explain the variations in temperature between different locations MAIN CONCEPTS Weather Climate Temperature Latitude Altitude Continental effect Maritime effect Cloud cover Relative humidity Evaporation Condensation Saturation Precipitation Convectional rain Relief rain Air pressure Wind Land breeze Sea breeze Deflection Monsoon wind VALUES/ATTITUDES Ingenuity Pragmatism Preparedness for any eventuality Resourcefulness Risk-taking Survival 2235 GEOGRAPHY ORDINARY LEVEL (2012)

Explain the differences in relative humidity in different locations Explain the formation of convectional rain and relief rain

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Pressure and winds o Pressure and movement of air o Wind systems Land and sea breezes Monsoon winds

Explain how air movement results from changes in air pressure Explain how coastal temperatures are moderated by land and sea breezes Explain the formation of monsoon winds

2. Types of Climate (distribution and characteristics) Climate change in the last 200 years Tropical equatorial climate Tropical monsoon climate Cool temperate climate

Discuss the climate change in the last 200 years Explain the distribution and characteristics of tropical equatorial, tropical monsoon and cool temperate climates Explain the weather and climate of Singapore with reference to rainfall, relative humidity and temperatures

Climate change Global warming Enhanced Greenhouse Effect Tropical equatorial climate Tropical monsoon climate Cool temperate climate

PHYSICAL GEOGRAPHY: WEATHER AND CLIMATE CONTINUED

CONTENT 3. Severe Weather Phenomena Natural and human causes of floods and droughts Impact of floods and droughts Responses to flooding (e.g. evacuation, building of dams, artificial leves, building control) and prolonged drought (e.g. irrigation, cloud seeding) Suggested Fieldwork/Techniques/ Strategies Use weather map and/or satellite photos to analyse the weather of a particular location over a period of time Conduct interviews with people who have experienced floods Identify the architectural features in Singapore that are adapted to the tropical climate (Option: Show how architectural features in other countries are adapted to the different climates) Design a flood survival kit (applicable to other topics with hazards) LEARNING OUTCOMES Describe the natural and human causes of floods and droughts Discuss the impact of floods and droughts on human lives and the environment Evaluate the effectiveness of management strategies taken to mitigate and respond to floods and droughts MAIN CONCEPTS Hazards Flood Drought VALUES/ATTITUDES

2235 GEOGRAPHY ORDINARY LEVEL (2012)

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PHYSICAL GEOGRAPHY: NATURAL VEGETATION

CONTENT 1. Types of Natural Vegetation (distribution and characteristics) Tropical rainforests and mangroves Tropical monsoon forests Coniferous forests LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Students will be able to: Describe the global distribution and characteristics of tropical rainforests and mangroves, tropical monsoon forests and coniferous forests

Biome Ecosystem Natural vegetation Evergreen Deciduous Tropical rainforest Mangroves Tropical monsoon forest Coniferous forest

Care and concern for our natural heritage Pride in our natural heritage Resourcefulness Responsibility towards our natural heritage Stewardship Sustainable use of resources Habitat conservation

2235 GEOGRAPHY ORDINARY LEVEL (2012)

2. Adaptation of the Natural Vegetation to the Environment (particularly climate) Diversity of plant species Structure of the forest Density Leaves Flowers and fruits Roots Bark

Compare the ways in which different types of natural vegetation adapt to the environment

Canopy Shape of trees Emergent Buttress root Drip tip leaf Needle-like leaf Epiphyte Liana Halophyte Aerial root Prop root Undergrowth Habitat Flora Fauna Water catchment Green Lungs of the Earth Resource Renewable resource

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3. Uses of Forests Habitat (humans, flora and fauna) Water catchment Green Lungs of the Earth Timber Medical

Discuss the uses of forests

PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED

CONTENT 4. Case Study of Deforestation in a Tropical Rainforest Causes of deforestation in a tropical rainforest (agriculture, logging, forest fires, urbanisation, housing, industrial activities and transport) LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Explain the causes of deforestation in a tropical rainforest

Deforestation Agriculture Logging Forest fire Urbanisation Housing Industrial activity Transport Biodiversity Extinction of species Nutrient cycle Biomass Water quality pH level Sediment level Air pollution Haze Sustainable management Controlled logging Afforestation Conservation

2235 GEOGRAPHY ORDINARY LEVEL (2012)

Problems caused by deforestation o Loss of habitat and extinction of species o Changes in the nutrient cycle o Changes in water quality (pH level and sediment level) o Air pollution (haze)

Discuss the problems caused by deforestation

18 Management of tropical rainforests o Sustainable management (controlled logging, afforestation and conservation) Evaluate the effectiveness of sustainable management of tropical rainforests Suggested Fieldwork/Techniques/Strategies Make a field sketch of the structure of a tropical forest in Singapore (e.g. Bukit Timah Nature Reserve, Sungei Buloh Nature Reserve) Estimate the number of flora species within a stipulated area (e.g. using quadrat sampling) Gather evidence on how humans have modified the tropical rainforest Debate the effectiveness of sustainable management of forests

PHYSICAL GEOGRAPHY: RIVERS AND COASTS

CONTENT 1. River Processes and their Related Landforms River system River processes o Erosion (corrasion/abrasion, attrition, hydraulic action and solution) o Transportation (solution, suspension, saltation and traction) o Deposition LEARNING OUTCOMES Students will be able to: Describe the river system Explain the different river processes MAIN CONCEPTS VALUES/ATTITUDES

River Upper course Middle course Lower course Tributary Erosion Corrasion/abrasion Attrition Hydraulic action Solution Transportation Suspension Saltation Traction Deposition Vertical erosion Lateral erosion Waterfall Plunge pool Gorge Valley Floodplain Leves Meander Oxbow lake Delta Distributary

Adaptability Ingenuity Pragmatism Resourcefulness

2235 GEOGRAPHY ORDINARY LEVEL (2012)

19 Landforms and features resulting from river processes o Waterfalls (e.g. Niagara Falls, USA; Kota Tinggi Falls, Peninsular Malaysia) o Gorges (e.g. Rhine Gorge, Germany; Three Gorges, China) o Valleys (e.g. Rhine Valley, Germany; Ganges Valley, India) o Floodplains (e.g. Mississippi, USA; Ganges, India and Bangladesh) - Meanders, oxbow lakes and leves o Deltas (e.g. Yangtze Delta, China; Mekong Delta, Vietnam) - Distributaries Explain the formation of waterfalls, gorges and valleys Explain the formation of floodplains and deltas

PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED

CONTENT 2. Coastal Processes and their Related Landforms Coastal processes o Erosion (waves and currents) o Transportation (sediment movement and longshore drift) o Deposition LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Explain the different coastal processes

Coast Wind energy Fetch Wave Swash Backwash Tide Current Longshore drift

2235 GEOGRAPHY ORDINARY LEVEL (2012)

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Landforms and features resulting from coastal processes o Cliffs (e.g. White Cliffs of Dover, England) o Headlands, shore platforms (e.g. Dorset Coast, England) o Bays (e.g. Emerald Bay, Peninsular Malaysia) o Beaches (e.g. Changi Beach, Singapore) o Spits (e.g. Hurst Spit, England) o Tombolos (e.g. Loch Eriboll, Scotland)

Explain the formation of cliffs, headlands, shore platforms Explain the formation of bays, beaches, spits and tombolos

Cliff Headland Wave refraction Shore platform Bay Beach Spit Tombolo

PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED

CONTENT 3. River and Coastal Management River channel management o Channelisation (re-alignment, re-sectioning, bank protection, planting of vegetation) Coastal protection measures o Soft engineering (stabilising dunes, planting of vegetation, beach nourishment, encouraging the growth of coral reefs) o Hard engineering (seawalls, breakwaters, groynes, gabions) LEARNING OUTCOMES Discuss the effectiveness of river channel management measures MAIN CONCEPTS Channelisation VALUES/ATTITUDES

Evaluate the success of coastal protection measures

Soft engineering Hard engineering 2235 GEOGRAPHY ORDINARY LEVEL (2012)

Suggested Fieldwork/Techniques/ Strategies Collect beach materials (e.g. boulders, pebbles, sediments) and compare their characteristics (e.g. shapes, sizes, texture) in relation to their location Sketch a river/beach profile (e.g. Sungei Api Api, East Coast Park, Labrador Park) Survey the effectiveness of specific coastal protection measures used in Singapore

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PAPER 2: HUMAN GEOGRAPHY

TOPIC 1: GEOGRAPHY OF FOOD 1. Trends in Food Production and Distribution Since 1960 2. Factors Affecting Intensity of Food Production 3. Developments in Food Production TOPIC 2: THE INDUSTRIAL WORLD 1. Types of Industries 2. Industrial Location 3. Changing Industrial Trends since 1960 4. A Study of a Newly Industrialised Economy TOPIC 3: TOURISM 1. The Global Tourism Industry 2. Impact of the Growth of Tourism 3. Managing the Impact of Tourism TOPIC 4: DEVELOPMENT 1. Variations in Development in the World 2. Reasons for Variations in Development in the World 3. Strategies to Alleviate Uneven Development

Remarks
Candidates are required to study FOUR topics. These topics should be studied at a variety of scales from global to local, so as to provide candidates with a broad overview and some detailed exemplification. The issues and management strategies should be illustrated with reference to relevant examples from Developed Countries (DCs) and Less Developed Countries (LDCs). It is frequently the case that the physical and human aspects of the subject are taught entirely separately. Such an approach is acceptable, but every opportunity should be taken to show the links between the physical and human aspects, as well as within physical and within human aspects of the syllabus. The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and facilitate investigative work in Geography. Through fieldwork, candidates can obtain primary data and apply their knowledge and understanding. Candidates will not be assessed on fieldwork methodology. Examples given are only for guidance and are not exhaustive. Case studies where applicable, are to be studied in greater detail. 2235 GEOGRAPHY ORDINARY LEVEL (2012)

22

HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD

CONTENT 1. Trends in Food Production and Distribution since 1960 Variations in food consumption between DCs and LDCs o Different levels of food consumption between DCs and LDCs o Changing food preferences (e.g. rice, meat, fruits) in DCs and LDCs o Production of non-staple food (e.g. coffee, olives) replacing production of staple food in the LDCs Reasons for the variations in food consumption between DCs and LDCs (adequacy of food availability, stability of food supply and access to food) and the resulting impact LEARNING OUTCOMES Students will be able to: Describe variations in food consumption between DCs and LDCs Describe the changing food preferences in DCs and LDCs Explain the reasons for the trend towards producing non-staple food in the LDCs MAIN CONCEPTS VALUES/ATTITUDES

Food Food distribution Food consumption per capita Nutrition Daily calorie intake Staple food Trade

Adaptability Care for the environment Ingenuity Pragmatism Preparedness for any eventuality Prudence Resourcefulness Survival

2235 GEOGRAPHY ORDINARY LEVEL (2012)

Explain why variations exist and persist in food consumption between DCs and LDCs Discuss the impact of variations in food consumption between DCs and LDCs

Food security Stock piling Food subsidy Food supply Purchasing power Malnutrition Starvation Obesity

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2. Factors Affecting Intensity of Food Production Factors affecting intensity of food production with reference to relevant examples o Physical (relief, soils and climate) o Social (land tenure and land fragmentation) o Economic (demand and capital) o Political (government policy) o Technological advances (Green Revolution and Blue Revolution)

Explain the factors affecting the intensity of food production

Intensification Productivity (output per unit area/labour per unit area) Relief Soil Climate Land tenure Land fragmentation Demand Capital Government policy Green Revolution Blue Revolution

HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED

CONTENT 3. Developments in Food Production Continuing intensification of food production activities (irrigation and use of chemicals) on water and soil quality LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Evaluate the effects of continuing intensification of food production activities on water and soil quality Assess whether developments in food production will overcome the problems of malnutrition Discuss the positive and negative effects of genetically modified food crops

Irrigation Fertiliser Pesticide Salinisation Eutrophication Water pollution Genetically modified food Biodiversity Agri-business

2235 GEOGRAPHY ORDINARY LEVEL (2012)

Development of genetically modified food crops o Benefits (economic and regional development) o Threats (health and native species)

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Suggested Fieldwork/Techniques/ Strategies Make a list of the countries of origin of the food products sold in supermarket Interview a major food distributor to find out the reasons for importing various food products Survey food preferences of students and teachers in school

HUMAN GEOGRAPHY: THE INDUSTRIAL WORLD

CONTENT 1. Types of Industries Classification of industries: primary, secondary, tertiary and quaternary LEARNING OUTCOMES Students will be able to: Classify industries according to the four different types: primary, secondary, tertiary and quaternary MAIN CONCEPTS Primary industry Secondary industry Tertiary industry Quaternary industry VALUES/ATTITUDES Competitiveness Enterprise Ingenuity Good governance Pragmatism Preparedness for the future Resilience Resourcefulness Risk-taking Survival

2. Industrial Location Factors influencing industrial location (capital, energy, market, raw material, labour, land, transport, government and technology) with reference to relevant examples

Explain the factors influencing industrial location

Capital Energy Market Raw material Labour Land Transport Government Technology

2235 GEOGRAPHY ORDINARY LEVEL (2012)

25 3. Changing Industrial Trends Since 1960 Trend of transference of manufacturing activities from DCs to LDCs o Competitive advantage (e.g. costs, incentives) o Space shrinking technologies of transportation (e.g. commercial jet aircraft, super freighters, containerisation) o Communications (e.g. satellite technology, optical fibre systems) Explain the trend of transference of manufacturing activities from DCs to LDCs

Competitive advantage Outsourcing Space shrinking technology Communication

HUMAN GEOGRAPHY: THE INDUSTRIAL WORLD CONTINUED

CONTENT 4. A Study of a Newly Industrialised Economy Characteristics of NIEs* (e.g. manufacturing share of GDP, share of total employment in manufacturing, share of manufactures in visible exports) *[Examples could include Singapore, Malaysia, South Korea, Brazil, Argentina, Chile] Case study of an electronics industry in an NIE o Factors influencing the location of an electronics industry o Challenges faced (e.g. competition from other countries) o Strategies for managing sustainable industrial development (e.g. managing depleting resources, recycling, appropriate technology, education) Evaluate the factors influencing the location of an electronics industry in the selected NIE Discuss the challenges faced by an electronics industry in the selected NIE Evaluate the strategies in managing sustainable industrial development in the selected NIE Transnational corporation (TNC) Globalisation Electronics industry Sustainable industrial development LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Describe the characteristics of NIEs

Newly Industrialised Economy (NIE)

2235 GEOGRAPHY ORDINARY LEVEL (2012)

26

Suggested Fieldwork/Techniques/Strategies Interview a representative of a transnational corporation (TNC) to find out the reasons for locating in Singapore or why TNCs/local companies are locating outside Singapore Create a chart showing the spatial organisation of a TNC Design a proposal to attract foreign investors to Singapore

HUMAN GEOGRAPHY: TOURISM

CONTENT 1. The Global Tourism Industry Trends in the global tourism industry o Domestic tourism o International tourism Reasons for the growth of global tourism o Demand factors (disposable income, leisure time and changing lifestyle) o Supply factors (investment in infrastructure and services) o Others (media, transport networks and conventions) LEARNING OUTCOMES Students will be able to: Describe the trends of global tourism Explain the importance of domestic and international tourism to a countrys economy Explain the growth of global tourism MAIN CONCEPTS Tourism Domestic tourism International tourism Demand Disposable income Leisure Lifestyle Supply Infrastructure Service Media Transport network Convention VALUES/ATTITUDES Adaptability Competitiveness Co-operation Cosmopolitan outlook Enterprise Ingenuity Good governance Respect for diversity

2235 GEOGRAPHY ORDINARY LEVEL (2012)

2. Impact of the Growth of Tourism* Economic (e.g. loss of local economy, job creation) Socio-cultural (e.g. crimes, drugs and preservation of local customs and heritage) Environmental (e.g. littering, vandalism and protection of environment) *[This should be studied with reference to examples from any of the following: coastal areas, mountainous areas, national parks, theme parks, heritage sites and urban areas.]

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Discuss the positive and negative impact of the growth of tourism

Preservation Custom Heritage

HUMAN GEOGRAPHY: TOURISM CONTINUED

CONTENT 3. Managing the Impact of Tourism Conservation of fragile environments and sustainable tourism o Laws and regulation o Support from local population Responsibilities of various groups in conserving and protecting tourist areas o Visitors o Tour operators o Planning authorities o Non-governmental organisations (e.g. The International Ecotourism Society, Conservation International) LEARNING OUTCOMES Evaluate strategies in managing the impact of tourism MAIN CONCEPTS Conservation Fragile environment Sustainability Eco-tourism Community-based tourism Non-governmental organisation 2235 GEOGRAPHY ORDINARY LEVEL (2012) VALUES/ATTITUDES

Compare the roles of various groups in taking care of the tourist areas Discuss how close co-operation among various groups is required in conserving and protecting tourist areas

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Suggested Fieldwork/Techniques/ Strategies Design a poster reminding visitors of their responsibilities when visiting an eco-tourism area Create an advertisement to market niche attractions in Singapore Compose a song/rap to promote Singapore to the world Design and conduct a tour for your fellow school-mates Join a local tour and evaluate its effectiveness

HUMAN GEOGRAPHY: DEVELOPMENT

CONTENT 1. Variations in Development in the World Uneven development exists between DCs and LDCs o Core-periphery relationships between DCs and LDCs Economic (income per capita, employment structure and employment opportunities) Health (life expectancy, infant mortality rate, water supply and sanitation) Education (literacy rate) LEARNING OUTCOMES Students will be able to: Describe the characteristics of uneven development between DCs and LDCs Discuss the differences in quality of life and standard of living between DCs and LDCs MAIN CONCEPTS VALUES/ATTITUDES

Development Core Periphery Human Development Index Income per capita Employment structure Health Life expectancy Infant mortality rate Water supply Sanitation Education Literacy rate Quality of life Standard of living

Adaptability Competitiveness Enterprise Ingenuity Co-operation Good governance Nurturing the individual Pragmatism Promotion of human welfare Resilience Resourcefulness Respect for diversity Risk-taking Survival

2235 GEOGRAPHY ORDINARY LEVEL (2012)

29 2. Reasons for Variations in Development in the World Reasons why uneven development exists between DCs and LDCs o Historical (colonial history) o Physical (raw materials and climate) o Economic (process of cumulative causation) o Social (education) o Political (conflict and leadership) Explain why uneven development exists between DCs and LDCs

Colonialism Raw material Climate Cumulative causation Backwash effect Spread effect Conflict Leadership

HUMAN GEOGRAPHY: DEVELOPMENT CONTINUED

CONTENT 3. Strategies to Alleviate Uneven Development National development (e.g. water supply, population policy, education, health) International co-operation o Role of international organisations (World Bank and Asian Development Bank) o International agreements (United Nations Millennium Development Goals and United Nations Convention on the Laws of the Sea) Suggested Fieldwork/Techniques/ Strategies Create a multimedia clip to highlight how contrasts in buildings (e.g. along the Singapore River, Katong) reflect the development of Singapore Collect statistics (e.g. life expectancy, literacy rate) of ASEAN countries over 30 years Simulate a discussion between a government and an international organisation to bring about development (long-term/short-term) to a country or countries LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES

Evaluate the success of strategies used to promote national development in a country Discuss the efforts made to alleviate uneven development in the world

Governance Short term plan ( 5 years) Long term plan National development International co-operation Aid International agreement

2235 GEOGRAPHY ORDINARY LEVEL (2012)

30

List of Command Words (in alphabetical order)

Command Words Account for Analyse What is expected of the candidates in order to gain credit Give reasons for/Suggest reasons for/How might State what you can tell Breakdown the content of a topic into its constituent parts Give an in-depth account Write a relatively long piece of prose Present a logical, relevant and well-organised account Annotate Add notes of explanation 2235 GEOGRAPHY ORDINARY LEVEL (2012) Label with short comments a diagram, map or photograph to describe or explain If asked Using only an annotated diagram only the diagram and attached notes will be marked Assess Using all the known facts about the situation Decide on the significance, value or quality of known facts after carefully weighing the good and bad features Weigh the merits and disadvantages of the position taken Calculate 31 Compare Complete Contrast Define Describe Describe the characteristics of Provide a numerical answer Show the working especially if two or more steps are involved Provide a point by point account of the similarities and differences between two sets of information or two areas Must use comparative adjectives (e.g. larger than, smaller than, more steep than, less gentle than) Question may also be written as List/State/Describe etc. the similarities and differences between Two sets of descriptions does not make a comparison To add the remaining detail or details required Identify clearly the point(s) of difference Must use comparative adjectives (e.g. larger than, smaller than, more steep than, less gentle than) Question may also be written as How are different? Give a relatively short answer, usually two or three sentences, with a precise definition/meaning of a term Give an example where helpful Question may also be written as State/Explain the meaning of or What is meant by Give a written factual account of the distinctive features of an item Do not attempt to explain Describe what the feature looks like (e.g. for a landform its shape, dimensions, composition, location)

Command Words Describe/Identify dates/time elements

What is expected of the candidates in order to gain credit In relation to a graph or a series of graphs Give an overall picture Do not focus on individual changes Include individual changes only if they are major exceptions to an overall trend Quote relevant figures to support your description

Describe the differences between Describe the location of/Where are

Give only the differences between two sets of data (see Contrast) In conjunction with a map or a set of maps 2235 GEOGRAPHY ORDINARY LEVEL (2012) Describe the locations of high concentrations of a variable together with a description of those areas with a lower concentration Identify anomalous areas, or areas which go against an overall trend in the distribution Give a factual account of the consequences of an event Give a description and make a judgement on the description, possibly to offer some explanation or to infer something which could be responsible for, or develop from, the description referred to Create a method of achieving the stated objective/s Give a thorough description from different points of view Make a sketch of a geographical form Include labels to the diagram Question may be written as Using a diagram or Illustrate with a sketch

Describe what happened when Describe and comment on Devise 32 Discuss Draw

Explain

Give a statement as to why something occurs Show an ability to know or understand why or how something happens Question may be written as Account for, Give reasons for, Suggest reasons for or How might

Evaluate Give an explanatory account/Give a reasoned account

See Assess Provide a description of a feature together with an explanation for it Make linked statements to show this A long piece of prose is expected Give a logical account that is both relevant and well organised Prove/demonstrate/show (depending on question) in what way/to what extent/for what reason/by what means or method Give a short sentence or a single word answer

How Identify/Name/State/ Give

Command Words Illustrating your answers with Insert/Label Justify List Locate Match Name Predict Plan Refer to/With reference to 33 State Study Suggest

What is expected of the candidates in order to gain credit Account for by writing specific examples or diagrams Include relevant words or terms to identify particular features Place specific names or details to an illustrative technique Give an explanation why something is chosen or why it is done in a particular manner or why a particular position/stand is taken Identify or name a number of specific features to meet a particular purpose Find the place Identify two or more statements or illustrative techniques in which there is an element of similarity or inter-relationship 2235 GEOGRAPHY ORDINARY LEVEL (2012) State/specify/identify using a word or words by which a specific feature is known Give examples which illustrate a particular feature Use your own knowledge and understanding along with information provided to state what might happen next See Devise Write an answer which uses some of the ideas provided in an illustrative technique or other additional material such as a case study Reference to stated materials is needed Write in brief detail by a short statement or a single word Examine closely, pay special attention to, look carefully at and interpret Write down ideas on, or knowledge of a particular feature Propose or put forward ideas for consideration Give an explanatory statement referring to particular feature or features if question is Suggest why or Suggest reasons for

Use/Using the information provided Why With the help of

Base answer on information provided Refer to the stated materials Provide the cause or reason Use some of the information provided as well as additional material Refer to stated materials