MYE 2018 answers

ANSWER SCHEME

Section A

1	A class of students wanted to investigate tourist’s expenditure and activities in Manila, Philippines. The students interviewed 50 tourists at the arrival hall of Manila Ninoy Aquino Airport for a day using stratified sampling based on respondents aged 25 - 40. Fig. 1 below shows the questionnaire and results conducted by the students.
		1.     Are you a foreign tourist to Manila?             Yes   50                        No   0 2.     How many times have you visited Manila?  0 time 1 – 2 times 3 – 4 times More than 5 times 30 tourists 15 tourists 3 tourists 2 tourists 3.     What is the estimated duration of time you intend to spend on the following activities: Type of activities Average estimated duration (Hours) Places of heritage 10 Parks and gardens 4 Shopping centers 10 Market visits 12 Baywalk at the beach 2 Spa services 9                           * Based on 50 respondents 4.     What is the estimated budget that you have allocated for each category? Expenses in Manila (USD) < $100 $101 to $300 $301 to $500 $501 to $700 > $701 Average tourist expenses Air tickets 0 30 13 4 3 $200 Accommodation (daily) 30 17 3 0 0 $150 Food (Av. 3 days) 25 15 5 5 0 $100 Transport (Av. 3 days) 40 4 3 3 0 $90 Entrance fees (total) 35 15 0 0 0 $200 Shopping (total) 8 14 14 8 6 $250 Souvenirs (total) 13 30 7 0 0 $150 Fig. 1
	(a)	(i)	Suggest some limitations of the questionnaire created by the students. -        There are no open ended questions for the respondents to elaborate on their views. [1] -        The type of activities stated are of leisure purposes and not all tourists may participate in them. [1] -        The tourists may not have allocated budget/ or kept track of their expenses. [1] Accept :  - Q2 'How many times have u visited Manila is irrelevant' to the hypothesis. - Tourists might not be willing to share how much they are spending on their budget - Tourists may be here for a short transit and not allocated alot of budget for spending
		(ii)	What are the disadvantages of using the stratified sampling method in this fieldwork?                                                                                 -        It only targets specific groups of tourists and the results might be biased [1] -        There may not be enough sample size for the survey [1] -        Students may not be able to classify the tourists into the subgroups [1]
		(iii)	Complete the bar graph below to present the information from question 3 in Fig. 1. Type of Activity 0     1       2       3      4       5       6       7      8       9     10     11     12  Hours   Places of heritage Parks and gardens Shopping centers Market visits Baywalk at the beach Spa services 0     1       2       3      4       5       6       7      8       9     10     11     12  Hours -        Correct plotting of data [2] 0     1       2       3      4       5       6       7      8       9     10     11     12  Hours 0     1       2       3      4       5       6       7      8       9     10     11     12  Hours
	(b)		Does evidence from Fig. 1 support the hypothesis ‘Tourists generally have low expenditure when visiting Manila.’ Give reasons for your answer. -        Yes, the hypothesis is answered. -        30 out of the 50 tourists interviewed spends less than $100 on accommodation, which is below the average expenses of $150. -        For transport, 40 out of 50 tourists spends less than $100 as well, which is also below the average of $90. -        Lastly, 35 out of 50 tourists spends less than $100 on entrance fees which is below the average of $200. Note : Most did not compare with the AVERAGE expenses. Will only get 0.5m for each point mentioned.        1 mark each
2	A group of students in New Delhi, India were investigating local weather conditions for 10 days. The students studied temperature, rainfall and wind speed. They had one guiding question to answer : ‘Does rainfall affect temperature and wind speed?’
	(a)	The results of their weather measurements are shown in Figs. 2 and 3 below. Day mean temperature °C total rainfall (mm) 1 20.2 1.0 2 20.1 1.0 3 20.5 0 4 20.9 4.0 5 20.6 3.0 6 21.4 7.0 7 21.0 5.0 8 21.2 6.0 9 20.9 3.0 10 20.3 2.0 Fig. 2 Fig. 3
		(i)	Name one instrument that the students can use to measure wind speed. Explain how this instrument works. -        Anemometer [1] -        Stand at an open area where there is no obstruction [1] -        Hold up the anemometer away from the body or above the head [1] -        Read the wind speed off the display [1]
		(ii)	Using information from Fig. 2, complete the scatter graph below to show the mean temperature and total rainfall. -        Correct plotting of temperature data [1] -        Correct plotting of rainfall data [1]           Note : Scatter graph (requires best fit line) Didnt minus marks if never.
		(iii)	Does the evidence from Fig. 2 and 3 support the guiding question ‘Does rainfall affect temperature and wind speed?’ Give reasons for your answer. -        The evidence supports the guiding question partially. [Marks are not awarded for this statement alone] -        Rainfall clearly has an effect on temperature. As seen in Fig. 2, as rainfall increases, temperature also increases. -        For example, the highest rainfall of 7mm, occurred when temperature was the highest at 21.4°C. The lowest rainfall of 1mm also occurred when temperature was at its lowest at 20.1°C. [students should quote other evidences to prove the direct/positive relationship] -        From the evidence, rainfall does not seem to have an effect on wind speed. -        For example, while rainfall amounts remained the same in days 1 and 2, there were different wind speed recorded on both days. [students can quote other evidences to prove there is no relationship] Well answered: XC and XY
	(b)	Suggest what steps the students would need to take to ensure that data collected on temperature is reliable and accurate. -        The students need to ensure that there is no parallax error when reading the thermometer. [1] -        The students should hold the thermometer away from their body to prevent body heat from affecting the temperature. [1] -        The students have to calculate the mean temperature data correctly by taking the average of the maximizing and minimum temperature and dividing it by 24. [1] Accept:  - Take temperature at same place for accuracy - Repeat measurements a few times for more accuracy and taking the average - Put thermometer in stevenson screen to avoid direct sunlight (No additional points on characteristics of stevenson screen because those are NOT STEPS that students can take)

Section B

3	(a)	Study Fig. 4 and 5 which shows the results of a perception survey conducted in Venice in 2012 and 2017. Bipolar graph of survey results in 2012 10 8 6 4 2 0 -2 -4 -6 -8 -10 Clean environment Dirty environment Well maintained facilities Unmaintained facilities Available amenities Unavailable amenities Friendly service by staff Unfriendly service by staff Fig. 4 Bipolar graph of survey results in 2017 10 8 6 4 2 0 -2 -4 -6 -8 -10 Clean environment Dirty environment Well maintained facilities Unmaintained facilities Available amenities Unavailable amenities Friendly service by staff Unfriendly service by staff Fig. 5 Describe the main changes between 2012 and 2017 shown in Fig. 4 and 5. -        Generally, tourist’s perception of Venice seems to have worsened. (compulsory point) -        The cleanliness of the place has decreased from 2012 to 2017 from the range of -8 to -10 and 2 to 1. -        The facilities in 2012 was better maintained at 6 to -4 as compared to the worsen result in 2017 of 2 to -8. -        The availability of amenities has also decreased from 8 to -8 in 2012 to 6 to -10 in 2017. -        The service of the staff has also declined from 2 to -6 in 2012 to 2 to -8 in 2017. Compulsory point and any of the 2 points above. Note : Some students did not provide DATA! so will not get the full points.
	Number of companies (b)	Study Fig. 6 which shows the number of tour companies that is involved in sustainable tourism. Tour companies involved in sustainable tourism, 2010 - 2017 70 60 50 40 30 20 10 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 Fig. 6 Describe and account for the main trends of companies involved in sustainable tourism shown in Fig. 6.  -        In general, the number of tour companies with sustainable tourism is increasing from 2010 to 2017. [1] -        Tourism are now organized to reduce the damage to the environment without compromising the needs of the future generation. [1] -        Sustainable tourism are also increasing due to the increase in demand from more educated visitors and communities that protect the environment. [1] Note " Most of u did not provide 'reasons' to justify for 'ACCOUNT'!!!
	(c)	‘Tour operators have the greatest influence in making decisions related to the development of sustainable tourism.’ How far do you agree with this statement? Give reasons to support your answer. L3/6 : Anna L3/5: Khalis Point Elaboration Example Limitation Tour operators Tour operators can help to regulate tourist’s behavior and also to provide feedback on the attractions. The tour guides can prevent tourists from littering and vandalizing. They can also provide inputs on the environmental conditions to local communities to plan tourism management strategies. The Phuket Alternative Tours was set up to operate in an environmentally sustainable way so that they can enhance the environment, and also to create awareness for conservation. However most tour operators are profit driven and need to make money to survive. They may override concerns to preserve the environment when there is a conflict with their profits. Local villagers Local communities enlist residents in discussions and consultations about tourism management strategies to be carried out. Community-based tourism often makes locals a priority when it comes to business and employment opportunities. Locals can get employed as guides, waiters, cleaners, drivers and reception staff. For example, the villagers of Candirejo, Java in Indonesia, set up a cooperative in 2003 to manage and implement the community’s tourism-related programmes. There was a 12.5% increase in average income per villager and 63 new jobs were created in 2003. However, some local communities, especially the disadvantaged ones, may face funding problems when setting up businesses or investing in vehicles to facilitate tourism in their area. Planning authorities Planning authorities can develop, approve, fund and maintain infrastructure that help manage the impact of tourism in an area. Planning authorities can also draft laws and policies that help improve the quality of a tourist site. For example, the Singapore Tourism Board (STB) ensures that while attracting large numbers of tourists to Singapore, its development plans also take into account the need to conserve national heritage in places such as Chinatown, Kampong Glam and Little India so that tourists will have a greater appreciation of Singapore’s rich heritage. However, even the well-planned and well-funded programme can sometimes fail due to unforeseen factors such as extreme weather, natural disasters or a general lack of interest from the public. Visitors Visitors can provide funds to conserve environments. The funds provided through tourist’s spending on entrance fees and purchase of souvenirs can be used to conserve a tourist site. The Sepilok Orangutan Centre uses the entrance fees of the tourists to pay for the maintenance of the centre as well as to provide wages for the workers. Visitors may also exhibit behaviors that damage a tourist attraction. This include vandalism and littering.

Level 1 (0 - 2 marks)

At this level answers will be generalized or with minimal support if any stand were given at all.

Reasoning rather weak and expression may be unclear.

A basic answer that has little development.

Award L1/1 for answer limited to simple listing of one or two factor.

Award L1/2 for answer with description of one or two factor

Level 2 (3 - 4 marks)

Disagreement and agreement will be supported by appropriate detail.

Or, both agreement and disagreement are considered, but support is patchy so that the answer is not full. 

Good reasoning and logic in parts of the answer with good expression in places.

Award L2/3 for answer with balanced evaluation of at least two factors.

Award L2/4 for answer with balanced evaluation of at least two factors with at least ONE example given.

Level 3 (5 - 6 marks)

At this level answers will be supported by sound knowledge.

Both agreement and disagreement are considered and well supported. 

Reasoning is clear and logical with good expression of language.

Award L3/5 for answer with balanced evaluation of at least two factors, with at least TWO examples given.

Award L3/6 for answer with balanced evaluation of at least two factors, with a good conclusion stated.              

Section C

Answer either Question 4 or Question 5 from this section.

4	(a)	Study Fig. 7, which is a relief map of a volcanic region in Hawaii. A volcanic region in Hawaii                                                                                                                                              100 200 100 300 200 400 437 300     Key                  contour in metres                           summit                                    house Fig. 7
		(i)	Describe the relief of the volcanic region shown in Fig. 7. -        The highest point of the volcano is at 437mm -        There are two peaks of the volcano -        The gradient is flat between the two volcano peaks -        The gradient is steep near the volcano peaks Choose any of the 2 points. Note: No need to mention about contour intervals. For those stating steep or gentle slope, need to specify which part of the volcano it is.
		(ii)	Explain why houses are built near the volcanic region in Fig. 7. -        The area near the volcanic region are fertile due to volcanic ashes. [1] -        Therefore farmers could plant their agriculture crops near volcanoes so that -         they can utilize the fertile soil. [1] -        Tourism opportunities like local tour guides would also help to provide jobs for the locals. [1] Accept : Mining for minerals and precious stones, usage of hot steam for hot spring
	(b)	Describe the movement of crustal plates at a transform boundary and the associated tectonic processes that may occur at such boundaries. -        Two adjacent plates slides past each other(0.5) in the opposite direction  (0.5) -        There is great tension and stress being built up in the movement [1] -        Fault lines(0.5) are being formed, followed by violent earthquakes (0.5)
	(c)	Study Fig. 8 below which shows a section of the Earth’s crust. Fig. 8 Annotate the following parts A, B, C and D from Fig. 8.                                                     A – Mid-oceanic ridge, B – Volcanic Islands/ Volcanoes, C – Trench , D – Subduction 1m each
	(d)	Explain how tsunamis are formed during an earthquake. - seismic waves from earthquake forces out a mass of sea water - tsunamis waves start at a small height - shallower water, greater  friction slows the waves and cause an increase in height - at the coast, the waves reach a high height and crashes on the coast 1m each
	(e)	Study Fig. 9 which shows earthquakes with high magnitude and its fatalities. Date of occurrence Location Magnitude Fatalities 26/12/2004 Indian Ocean, Indonesia 9.2 280,000 23/1/1556 Shanxi, China 8.0 820,000 16/12/1920 Ningxia, China 7.8 235,502 12/1/2010 Haiti 7.0 316,000 21/5/526 Antioch 7.0 240,000 Fig. 9 Explain why there is a difference in fatalities shown in Fig. 9. -        The highest fatalities is at 820,000 in Shan Xi with a magnitude of 8.0, but yet the highest magnitude of 9.2 in Indian Ocean only has 280,000 fatalities. [1] -        The highest magnitude earthquake occurred in 2004 where people are more educated and aware of precautions to take during an earthquake, therefore reducing the number of fatalities. [1] -        As the earthquake in Indian Ocean occurs in the sea that is not highly populated, and there is time to issue evacuation warnings to people, the number of fatalities is not as high. [1] Note : Must link to examples in Fig. 9. Do not give other factors eg soil/ time of occurrence because information is not stated in the question. Population density can award 0.5m as cities and oceans can be distinguished from Fig. 9.
	(f)	‘The disruption of services is the worst impact of an earthquake.’ How far do you agree with this statement? Give reasons for your answer. . Point Elaboration Example Disruption of services An earthquake can disrupt services such as the supply of electricity, gas and water. Vibrations on the ground can snap pipes and break cables which may cause the outbreak of fires. The earthquake in Kobe, Japan in 2004 damaged pipes and transmission lines, affecting 1.4 million residents. Landslides The shaking of ground during earthquakes can weaken the slopes of hills and mountains. The unstable slope results in landslides which are rapid downward movements of soil, rock and vegetation debris. In 1970, an earthquake off the coast of Peru destabilized the slopes of Mount Huascaran and triggered a massive landslide. Destruction of properties Earthquakes can cause widespread destruction to many homes. People may be without homes after the disaster and reside at temporary shelters while their homes are being rebuilt. The earthquake in Tohoku, Japan in 2011 caused a tsunami which destroyed homes and houses. Destruction of infrastructure Earthquakes may cause cracks to form in infrastructure such as roads and bridges. Transport can be disrupted as it is unsafe to use the damaged roads. After the earthquake in kobe, Japan 1995, many places in the city became inaccessible or difficult to reach. Level 1 (0 - 2 marks) At this level answers will be generalized or with minimal support if any stand were given at all. Reasoning rather weak and expression may be unclear. A basic answer that has little development. Award L1/1 for answer limited to simple listing of one or two factor. Award L1/2 for answer with description of one or two factor Level 2 (3 - 4 marks) Disagreement and agreement will be supported by appropriate detail. Or, both agreement and disagreement are considered, but support is patchy so that the answer is not full.  Good reasoning and logic in parts of the answer with good expression in places. Award L2/3 for answer with balanced evaluation of at least two factors. Award L2/4 for answer with balanced evaluation of at least two factors with at least ONE example given. Level 3 (5 - 6 marks) At this level answers will be supported by sound knowledge. Both agreement and disagreement are considered and well supported.  Reasoning is clear and logical with good expression of language. Award L3/5 for answer with balanced evaluation of at least two factors, with at least TWO examples given. Award L3/6 for answer with balanced evaluation of at least two factors, with a good conclusion stated.

5	(a)	Study Fig. 10 which shows the cross section of a type of volcano. Fig. 10 Describe the characteristics of the type of volcano shown in Fig. 10. -        This type of volcanoes are stratovolcanoes with steep slopes. [1] -        They are made of alternate layers of lava and pyroclasts. [1] -        The lava of the volcano has high viscosity. [1] -        The eruptions are violent. [1] Well done: XC, XY
	(b)	Describe the risks of living near volcanic areas. Use examples to support your answers. -        Volcanic materials such as ash, rock fragments and volcanic bombs causes massive destruction. [1] -        Volcanic bombs of heated rocks can damage property such as the ongoing eruption in Kilauea (Hawaii) since 1983 [1] -        The eruption of Nevado de Ruiz in the Andes mountains of South America in 1985 released a pyroclastic flow. Lahars engulfed the town of Armero and killed more than 20,000 people. [1] -        The Eyjafjallajokull eruption in Iceland in 2010 produced extensive volcanic ash clouds containing tiny particles of glass, sand and rock. [1] -     Sulphur dioxide = respiratory problems Any of the 3 points above.
	(c)	With the aid of well-labelled diagrams, explain how block mountains are formed. -        Two continental plates move away from each other due to tensional forces [0.5] -        Results in cracks/ fault lines [0.5] -        One section sinks, while adjacent side block remains [0.5] -        The adjacent blocks which appear to be uplifted are known as block mountains. [0.5] Diagram (DRAW BEFORE AND AFTER ) -        Tensional forces [0.5] -        Fault lines [0.5] -        Drawing of adjacent block remaining, middle section sinks  [0.5] -        Labelling of ‘block mountain’ [0.5]
	(d)	Study Fig. 11 and 12 below which shows information about relative humidity. Relative Humidity Table (%) Difference between Wet-Bulb and Dry-Bulb Temperature (°C) Dry-Bulb Temperature (°C) 0 1 2 3 4 5 6 7 8 -2 100 91 82 74 66 58 51 44 36 -1 100 92 93 75 68 60 53 46 40 0 100 92 84 76 69 62 55 49 42 1 100 92 85 77 70 64 57 51 45 2 100 93 86 78 71 65 59 53 47 Fig. 11 Wet and Dry Bulb Thermometer   Fig. 12 Calculate the relative humidity using information from Figs. 11 and 12. -        Wet bulb temperature : - 6°C, Dry bulb temperature : 0 °C -        Depression of wet bulb temperature : 6 °C [1] -        Intersection at relative humidity table : 55% [1] Accept : -7 degrees, 1 degrees [2]
	(e)	Annotate Fig. 13 to explain how relief rain occurs. Relief rainfall Most students do not have " Air cools as it rises [1]. "
	(f)	Study Fig. 14 which shows the direction of wind movement in Asia. Southwest monsoon wind A B C D Central Asia India Australia Equator Fig. 14 Label the following parts A, B, C and D on Fig. 14.     A – Low pressure     B – High pressure     C – Low rainfall     D – High rainfall                                                                                                            [4]
	(g)	‘The Singapore Green Mark Scheme is the best strategy implemented by the government to reduce greenhouse gas emissions.’ Do you agree with this statement? Use examples to support your answers.

Level 1 (0 - 2 marks)

At this level answers will be generalized or with minimal support if any stand were given at all.

Reasoning rather weak and expression may be unclear.

A basic answer that has little development.

Award L1/1 for answer limited to simple listing of one or two factor.

Award L1/2 for answer with description of one or two factor

Level 2 (3 - 4 marks)

Disagreement and agreement will be supported by appropriate detail.

Or, both agreement and disagreement are considered, but support is patchy so that the answer is not full. 

Good reasoning and logic in parts of the answer with good expression in places.

Award L2/3 for answer with balanced evaluation of at least two factors.

Award L2/4 for answer with balanced evaluation of at least two factors with at least ONE example given.

Level 3 (5 - 6 marks)

At this level answers will be supported by sound knowledge.

Both agreement and disagreement are considered and well supported. 

Reasoning is clear and logical with good expression of language.

Award L3/5 for answer with balanced evaluation of at least two factors, with at least TWO examples given.

Award L3/6 for answer with balanced evaluation of at least two factors, with a good conclusion stated.