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2235 GEOGRAPHY ORDINARY LEVEL (2010)
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.
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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 Singapore’s 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
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ASSESSMENT SPECIFICATION GRID

Assessment Objective Weighting
AO1 + 2 50%
AO1 + 3 50%
Note: AO1 forms part of the testing of AO2 and AO3
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 Four structured questions will be set based on the following topics:
Physical • Plate Tectonics and Resulting Landforms
Geography
• Weather and Climate
1½ hours
• Natural Vegetation
(50%)
• 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 Four structured questions will be set based on the following topics:
Human • Geography of Food
Geography
• The Industrial World
1½ hours
• Tourism
(50%)
• 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.
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Candidates should develop skills and techniques to interpret and evaluate geographical data.
Geographical Data and Techniques for Upper Secondary Geography

Maps Base maps, Sketch maps, Topographic maps, Road maps, Atlases, Choropleth
maps, Isoline maps, Dot maps, Maps with proportional symbols (circles)
Symbols Proportional circles
Photographs Aerial photographs, Landscape photographs, Satellite images
Graphs 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 Texts, Diagrams, Tables, Cartoons
Statistical Percentages
calculations
Ratios
to show
patterns and Mean, median, mode
changes
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.

• 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.
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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.
• 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, deeply-
cut, gently sloping, convex, concave);
• Describe patterns and location of vegetation, land-use and communication; and
• Infer human activity from map evidence.
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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 2–5 years
• Create a newspaper article/poster/radio broadcast to illustrate the damage caused by a major
earthquake that happened in the last 2–5 years
• Develop a website to illustrate the damage caused by a major earthquake that happened in the last
2–5 years
• Design and construct a model of an earthquake-resistant building
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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 levées, building control) and
prolonged drought (e.g. irrigation, cloud seeding)
• 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
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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)
• 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 levées
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. South 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)
• 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

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)
• 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
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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)
• 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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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)
• 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)
• 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 Remarks
TOPIC 1: PLATE TECTONICS AND RESULTING LANDFORMS Candidates are required to study FOUR topics.
1. Plate Tectonics
2. Phenomena and Landforms Associated with Plate Movements These topics should be studied at a variety of scales from global to local, so
3. Impact of and Adaptation to Earthquakes 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
TOPIC 2: WEATHER AND CLIMATE Countries (DCs) and Less Developed Countries (LDCs).
1. Elements of Weather

2. Types of Climate (distribution and characteristics) It is frequently the case that the physical and human aspects of the subject
3. Severe Weather Phenomena 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
TOPIC 3: NATURAL VEGETATION syllabus.
1. Types of Natural Vegetation (distribution and characteristics)
2. Adaptation of the Natural Vegetation to the Environment (particularly The list of suggested fieldwork/techniques/strategies is meant to complement
climate)
classroom learning and facilitate investigative work in Geography. Through
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3. Uses of Forests fieldwork, candidates can obtain primary data and apply their knowledge and
4. Case Study of Deforestation in a Tropical Forest understanding. Candidates will not be assessed on fieldwork methodology.
TOPIC 4: RIVERS AND COASTS Examples given are only for guidance and are not exhaustive. Case studies
1. River Processes and Their Related Landforms where applicable, are to be studied in greater detail.
2. Coastal Processes and Their Related Landforms
PHYSICAL GEOGRAPHY: PLATE TECTONICS AND RESULTING LANDFORMS
CONTENT LEARNING OUTCOMES MAIN CONCEPTS VALUES/ATTITUDES
1. Plate Tectonics Students will be able to:
• Structure of the Earth • Describe the distribution of plates • Core • Adaptability

• Causes of plate movement • Describe the different plate movements • Mantle • Ingenuity
• Types of plate boundaries encountered at the various plate • Continental crust • Pragmatism
o Divergent boundaries • Oceanic crust • Preparedness for any
o Convergent • Explain the movement of plates • Tectonic plate eventuality
o Transform • Sea Floor Spreading • Resilience
• Subduction zone • Risk-taking

• Divergent boundary
• Convergent boundary
• Transform boundary
2. Phenomena and Landforms

Associated with Plate Movements
• Phenomena • Discuss the importance of plate • Earthquake
o Earthquakes tectonics in influencing the general • Epicentre
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• Landforms distribution of phenomena and • Focus

o Fold mountains landforms associated with plate • Vulcanicity
o Rift valleys and block mountains movements • Tensional force
o Volcanoes (shield, acid and • Explain the causes of phenomena and • Compressional force
composite) landforms associated with plate • Faulting
movements • Folding
• Describe the characteristics of • Fold mountain
phenomena and landforms associated • Rift valley
with plate movements
• Block mountain
• Describe the structure of volcanoes
• Volcano
• Explain the form of volcanoes
• Shield volcano
• Acid volcano
• Composite volcano
• Magma
• Lava
• Viscosity
PHYSICAL GEOGRAPHY: PLATE TECTONICS AND RESULTING LANDFORMS CONTINUED
3. Impact of and Adaptation to
Earthquakes
• Impact of earthquakes (e.g. • Discuss the impact of earthquakes on • Richter Scale
destruction of properties, tsunami, people living in an earthquake-prone • Hazards
landslides) area • Aftershocks
• Living with earthquakes (e.g. • Assess the effectiveness of strategies in
rebuilding of city, building design, mitigating and responding to the effects
infrastructure) of earthquakes

• 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 2–5
years
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• Create a newspaper
article/poster/radio broadcast to
illustrate the damage caused by a
major earthquake that happened in
the last 2–5 years
• Develop a website to illustrate the
damage caused by a major
earthquake that happened in the last
2–5 years
• Design and construct a model of an
earthquake-resistant building
PHYSICAL GEOGRAPHY: WEATHER AND CLIMATE
1. Elements of Weather Students will be able to:
• Temperature • Differentiate between weather and • Weather • Ingenuity
o Factors influencing the climate • Climate • Pragmatism
temperature of locations • Explain the variations in temperature in • Temperature • Preparedness for any
– Latitude a particular location • Latitude eventuality
– Altitude • Compare and explain the variations in • Altitude • Resourcefulness
– Continental and maritime temperature between different locations • Continental effect • Risk-taking
effect • Maritime effect • Survival
– Cloud cover • Cloud cover

• Relative humidity and rainfall • Explain the differences in relative • Relative humidity
o Relative humidity humidity in different locations • Evaporation
o Formation of • Explain the formation of convectional • Condensation
– Convectional rain rain and relief rain • Saturation
– Relief rain • Precipitation
• Convectional rain
• Relief rain
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• Pressure and winds • Explain how air movement results from • Air pressure
o Pressure and movement of air changes in air pressure • Wind
o Wind systems • Explain how coastal temperatures are • Land breeze
– Land and sea breezes moderated by land and sea breezes • Sea breeze
– Monsoon winds • Explain the formation of monsoon winds • Deflection
• Monsoon wind
2. Types of Climate (distribution and
characteristics)
• Climate change in the last 200 years • Discuss the climate change in the last • Climate change
• Tropical equatorial climate 200 years • Global warming
• Tropical monsoon climate • Explain the distribution and • Enhanced Greenhouse Effect
• Cool temperate climate characteristics of tropical equatorial, • Tropical equatorial climate
tropical monsoon and cool temperate • Tropical monsoon climate
climates • Cool temperate climate
• Explain the weather and climate of
Singapore with reference to rainfall,
relative humidity and temperatures
PHYSICAL GEOGRAPHY: WEATHER AND CLIMATE CONTINUED
3. Severe Weather Phenomena
• Natural and human causes of floods • Describe the natural and human causes • Hazards
and droughts of floods and droughts • Flood
• Impact of floods and droughts • Discuss the impact of floods and • Drought
• Responses to flooding (e.g. droughts on human lives and the
evacuation, building of dams, environment
artificial levées, building control) and • Evaluate the effectiveness of
prolonged drought (e.g. irrigation, management strategies taken to mitigate

cloud seeding) and respond to floods and droughts
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
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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)
PHYSICAL GEOGRAPHY: NATURAL VEGETATION
1. Types of Natural Vegetation
(distribution and characteristics)
Students will be able to:
• Tropical rainforests and mangroves • Describe the global distribution and • Biome • Care and concern for our
• Tropical monsoon forests characteristics of tropical rainforests and • Ecosystem natural heritage
• Coniferous forests mangroves, tropical monsoon forests • Natural vegetation • Pride in our natural
and coniferous forests • Evergreen heritage
• Deciduous • Resourcefulness
• Tropical rainforest • Responsibility towards our

• Mangroves natural heritage
• Tropical monsoon forest • Stewardship
• Coniferous forest • Sustainable use of
resources
2. Adaptation of the Natural
Vegetation to the Environment • Habitat conservation
(particularly climate)
• Diversity of plant species • Compare the ways in which different • Canopy
• Structure of the forest types of natural vegetation adapt to the • Shape of trees
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• Density environment • Emergent

• Leaves • Buttress root
• Flowers and fruits • Drip tip leaf
• Roots • Needle-like leaf
• Bark • Epiphyte
• Liana
• Halophyte
• Aerial root
• Prop root
• Undergrowth
3. Uses of Forests
• Habitat (humans, flora and fauna) • Discuss the uses of forests • Habitat
• Water catchment • Flora
• ‘Green Lungs of the Earth’ • Fauna
• Timber • Water catchment
• Medical • ‘Green Lungs of the Earth’
• Resource
• Renewable resource
PHYSICAL GEOGRAPHY: NATURAL VEGETATION CONTINUED
4. Case Study of Deforestation in a
Tropical Rainforest
• Causes of deforestation in a tropical • Explain the causes of deforestation in a • Deforestation
rainforest (agriculture, logging, tropical rainforest • Agriculture
forest fires, urbanisation, housing, • Logging
industrial activities and transport) • Forest fire
• Urbanisation
• Housing
• Industrial activity

• Transport
• Problems caused by deforestation • Discuss the problems caused by • Biodiversity
o Loss of habitat and extinction of deforestation • Extinction of species
species • Nutrient cycle
o Changes in the nutrient cycle • Biomass
o Changes in water quality (pH • Water quality
level and sediment level) • pH level
o Air pollution (haze) • Sediment level
18
• Air pollution
• Haze
• Management of tropical rainforests • Evaluate the effectiveness of sustainable • Sustainable management
o Sustainable management management of tropical rainforests • Controlled logging
(controlled logging, afforestation • Afforestation
and conservation) • 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
PHYSICAL GEOGRAPHY: RIVERS AND COASTS
1. River Processes and their Related
Landforms Students will be able to:
• River system • Describe the river system • River • Adaptability
• River processes • Explain the different river processes • Upper course • Ingenuity
o Erosion (corrasion/abrasion, • Middle course • Pragmatism
attrition, hydraulic action and • Lower course • Resourcefulness
solution) • Tributary
o Transportation (solution, • Erosion
suspension, saltation and • Corrasion/abrasion
traction)

• Attrition
o Deposition • Hydraulic action
• Solution
• Transportation
• Suspension
• Saltation
• Traction
• Deposition
19
• Landforms and features resulting • Explain the formation of waterfalls, • Vertical erosion
from river processes gorges and valleys • Lateral erosion
o Waterfalls (e.g. Niagara Falls, • Explain the formation of floodplains and • Waterfall
USA; Kota Tinggi Falls, deltas • Plunge pool
Peninsular Malaysia) • Gorge
o Gorges (e.g. Rhine Gorge, • Valley
Germany; Three Gorges, China) • Floodplain
o Valleys (e.g. Rhine Valley, • Levées
Germany; Ganges Valley, India)
• Meander
o Floodplains (e.g. Mississippi,
• Oxbow lake
USA; Ganges, India and
Bangladesh) • Delta
- Meanders, oxbow lakes and • Distributary
levées
o Deltas (e.g. Yangtze Delta,
China; Mekong Delta, Vietnam)
- Distributaries
PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED
2. Coastal Processes and their
Related Landforms
• Coastal processes • Explain the different coastal processes • Coast
o Erosion (waves and currents) • Wind energy
o Transportation (sediment • Fetch
movement and longshore drift) • Wave
o Deposition • Swash
• Backwash

• Tide
• Current
• Longshore drift
• Landforms and features resulting • Explain the formation of cliffs, • Cliff

from coastal processes headlands, shore platforms • Headland
o Cliffs (e.g. White Cliffs of Dover, • Explain the formation of bays, beaches, • Wave refraction
20
England) spits and tombolos • Shore platform

o Headlands, shore platforms • Bay
(e.g. South Dorset Coast, • Beach
England) • Spit
o Bays (e.g. Emerald Bay, • Tombolo
Peninsular Malaysia)
o Beaches (e.g. Changi Beach,
Singapore)
o Spits (e.g. Hurst Spit, England)
o Tombolos (e.g. Loch Eriboll,
Scotland)
PHYSICAL GEOGRAPHY: RIVERS AND COASTS CONTINUED
• River channel management • Discuss the effectiveness of river • Channelisation
o Channelisation (re-alignment, channel management measures
re-sectioning, bank protection,
planting of vegetation)
• Coastal protection measures • Evaluate the success of coastal • Soft engineering

o Soft engineering (stabilising protection measures • Hard engineering
dunes, planting of vegetation,

beach nourishment,
encouraging the growth of coral
reefs)
o Hard engineering (seawalls,
breakwaters, groynes, gabions)
Strategies
21
• 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
PAPER 2: HUMAN GEOGRAPHY Remarks
TOPIC 1: GEOGRAPHY OF FOOD Candidates are required to study FOUR topics.
1. Trends in Food Production and Distribution Since 1960
2. Factors Affecting Intensity of Food Production These topics should be studied at a variety of scales from global to local, so
3. Developments in Food Production 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
TOPIC 2: THE INDUSTRIAL WORLD Countries (DCs) and Less Developed Countries (LDCs).
1. Types of Industries
2. Industrial Location It is frequently the case that the physical and human aspects of the subject

3. Changing Industrial Trends since 1960 are taught entirely separately. Such an approach is acceptable, but every
4. A Study of a Newly Industrialised Economy 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.
TOPIC 3: TOURISM
1. The Global Tourism Industry The list of suggested fieldwork/techniques/strategies is meant to complement
2. Impact of the Growth of Tourism classroom learning and facilitate investigative work in Geography. Through
3. Managing the Impact of Tourism fieldwork, candidates can obtain primary data and apply their knowledge and
22
understanding. Candidates will not be assessed on fieldwork methodology.

TOPIC 4: DEVELOPMENT
1. Variations in Development in the World Examples given are only for guidance and are not exhaustive. Case studies
where applicable, are to be studied in greater detail.
2. Reasons for Variations in Development in the World
3. Strategies to Alleviate Uneven Development
HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD
1. Trends in Food Production and
Distribution since 1960 Students will be able to:
• Variations in food consumption • Describe variations in food consumption • Food • Adaptability
between DCs and LDCs between DCs and LDCs • Food distribution • Care for the environment
o Different levels of food • Describe the changing food preferences • Food consumption per capita • Ingenuity
consumption between DCs and in DCs and LDCs • Nutrition • Pragmatism
LDCs • Explain the reasons for the trend • Daily calorie intake • Preparedness for any
o Changing food preferences (e.g. towards producing non-staple food in the • Staple food eventuality
rice, meat, fruits) in DCs and LDCs • Trade • Prudence

LDCs • Resourcefulness
o Production of non-staple food • Survival
(e.g. coffee, olives) replacing
production of staple food in the
LDCs
• Reasons for the variations in food • Explain why variations exist and persist • Food security
consumption between DCs and in food consumption between DCs and • Stock piling
LDCs (adequacy of food availability, LDCs • Food subsidy
stability of food supply and access • Discuss the impact of variations in food •
23
Food supply
to food) and the resulting impact consumption between DCs and LDCs • Purchasing power
• Malnutrition
• Starvation
• Obesity
2. Factors Affecting Intensity of Food
Production
• Factors affecting intensity of food • Explain the factors affecting the intensity • Intensification
production with reference to relevant of food production • Productivity (output per unit
examples area/labour per unit area)
o Physical (relief, soils and • Relief
climate) • Soil
o Social (land tenure and land • Climate
fragmentation) • Land tenure
o Economic (demand and capital) • Land fragmentation
o Political (government policy) • Demand
o Technological advances (Green
• Capital
Revolution and Blue Revolution)
• Government policy
• Green Revolution
• Blue Revolution
HUMAN GEOGRAPHY: GEOGRAPHY OF FOOD CONTINUED
3. Developments in Food Production
• Continuing intensification of food • Evaluate the effects of continuing • Irrigation

production activities (irrigation and intensification of food production • Fertiliser
use of chemicals) on water and soil activities on water and soil quality • Pesticide
quality • Assess whether developments in food • Salinisation
production will overcome the problems • Eutrophication
of malnutrition • Water pollution

• Development of genetically modified • Discuss the positive and negative effects • Genetically modified food
food crops of genetically modified food crops • Biodiversity
o Benefits (economic and regional • Agri-business
development)
o Threats (health and native
species)
24
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
1. Types of Industries Students will be able to:
• Classification of industries: primary, • Classify industries according to the four • Primary industry • Competitiveness
secondary, tertiary and quaternary different types: primary, secondary, • Secondary industry • Enterprise
tertiary and quaternary • Tertiary industry • Ingenuity
• Quaternary industry • Good governance
• Pragmatism
2. Industrial Location • Preparedness for the
• Factors influencing industrial • Explain the factors influencing industrial • Capital future

location (capital, energy, market, location • Energy • Resilience
raw material, labour, land, transport, • Market • Resourcefulness
government and technology) with • Raw material • Risk-taking
reference to relevant examples • Labour • Survival
• Land
• Transport
• Government
• Technology
25
3. Changing Industrial Trends Since

1960
• Trend of transference of • Explain the trend of transference of • Competitive advantage
manufacturing activities from DCs to manufacturing activities from DCs to • Outsourcing
LDCs LDCs • Space shrinking technology
o Competitive advantage (e.g. • Communication
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)
HUMAN GEOGRAPHY: THE INDUSTRIAL WORLD CONTINUED
4. A Study of a Newly Industrialised
Economy
• Characteristics of NIEs* (e.g. • Describe the characteristics of NIEs • Newly Industrialised
manufacturing share of GDP, share Economy (NIE)
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 • Evaluate the factors influencing the • Transnational corporation
industry in an NIE location of an electronics industry in the (TNC)
o Factors influencing the location selected NIE • Globalisation
of an electronics industry • Discuss the challenges faced by an • Electronics industry
o Challenges faced (e.g. electronics industry in the selected NIE • Sustainable industrial
competition from other • Evaluate the strategies in managing development
26
countries) sustainable industrial development in the

o Strategies for managing selected NIE
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
HUMAN GEOGRAPHY: TOURISM
1. The Global Tourism Industry Students will be able to:
• Trends in the global tourism industry • Describe the trends of global tourism • Tourism • Adaptability
o Domestic tourism • Explain the importance of domestic and • Domestic tourism • Competitiveness
o International tourism international tourism to a country’s • International tourism • Co-operation
• Reasons for the growth of global economy • Demand • Cosmopolitan outlook
tourism • Explain the growth of global tourism • Disposable income • Enterprise
o Demand factors (disposable • Leisure • Ingenuity
income, leisure time and • Lifestyle • Good governance

changing lifestyle) • Supply • Respect for diversity
o Supply factors (investment in • Infrastructure
infrastructure and services)
• Service
o Others (media, transport
• Media
networks and conventions)
• Transport network
• Convention
2. Impact of the Growth of Tourism*

27
• Economic (e.g. loss of local • Discuss the positive and negative impact • Preservation
economy, job creation) of the growth of tourism • Custom
• Socio-cultural (e.g. crimes, drugs • Heritage
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.]
HUMAN GEOGRAPHY: TOURISM CONTINUED
3. Managing the Impact of Tourism
• Conservation of fragile • Evaluate strategies in managing the • Conservation
environments and sustainable impact of tourism • Fragile environment
tourism • Sustainability
o Laws and regulation • Eco-tourism
o Support from local population • Community-based tourism
• Responsibilities of various groups in • Compare the roles of various groups in • Non-governmental

conserving and protecting tourist taking care of the tourist areas organisation
areas • Discuss how close co-operation among
o Visitors various groups is required in conserving
o Tour operators and protecting tourist areas
o Planning authorities
o Non-governmental organisations
(e.g. The International Eco-
tourism Society, Conservation
International)
28
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
1. Variations in Development in the
World Students will be able to:
• Uneven development exists • Describe the characteristics of uneven • Development • Adaptability
between DCs and LDCs development between DCs and LDCs • Core • Competitiveness
o Core-periphery relationships • Discuss the differences in quality of life • Periphery • Enterprise
between DCs and LDCs and standard of living between DCs and • Human Development Index • Ingenuity
– Economic (income per LDCs • Income per capita • Co-operation
capita, employment • Employment structure • Good governance

structure and employment • Health • Nurturing the individual
opportunities) • Life expectancy • Pragmatism
– Health (life expectancy,
• Infant mortality rate • Promotion of human
infant mortality rate, water
• Water supply welfare
supply and sanitation)
• Sanitation • Resilience
– Education (literacy rate)
• Education • Resourcefulness
• Literacy rate • Respect for diversity
• Quality of life • Risk-taking
29
• Standard of living • Survival
2. Reasons for Variations in

Development in the World
• Reasons why uneven development • Explain why uneven development exists • Colonialism
exists between DCs and LDCs between DCs and LDCs • Raw material
o Historical (colonial history) • Climate
o Physical (raw materials and • Cumulative causation
climate) • Backwash effect
o Economic (process of • Spread effect
cumulative causation) • Conflict
o Social (education) • Leadership
o Political (conflict and leadership)
HUMAN GEOGRAPHY: DEVELOPMENT CONTINUED
3. Strategies to Alleviate Uneven
Development
• National development (e.g. water • Evaluate the success of strategies used • Governance
supply, population policy, education, to promote national development in a • Short term plan (≤ 5 years)
health) country • Long term plan
• International co-operation • Discuss the efforts made to alleviate • National development
o Role of international uneven development in the world • International co-operation
organisations (World Bank and • Aid

Asian Development Bank) • International agreement
o International agreements
(United Nations Millennium
Development Goals and United
Nations Convention on the Laws
of the Sea)
Strategies
30
• 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
List of Command Words (in alphabetical order)
Command Words What is expected of the candidates in order to gain credit
Account for Give reasons for/Suggest reasons for/How might
Analyse 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

Label with short comments a diagram or illustrative technique usually to 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 Provide a numerical answer
Show the working especially if two or more steps are involved
31
Compare 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
Complete To add the remaining detail or details required
Contrast 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?’
Define 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’
Describe Give a written factual account of the distinctive features of an item
Do not attempt to explain
Describe the Describe what the feature looks like (e.g. for a landform – its shape, dimensions, composition, location)
characteristics of
`
Describe/Identify In relation to a graph or a series of graphs
dates/time elements 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 Give only the differences between two sets of data (see ‘Contrast’)
differences between
Describe the location In conjunction with a map or a set of maps
of/Where are 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
Describe what Give a factual account of the consequences of an event
happened when
Describe and Give a description and make a judgement on the description, possibly to offer some explanation or to infer something which
comment on could be responsible for, or develop from, the description referred to
Devise Create a method of achieving the stated objective/s
32
Discuss Give a thorough description from different points of view

Draw 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’
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 See ‘Assess’
Give an explanatory Provide a description of a feature together with an explanation for it
account/Give a Make linked statements to show this
reasoned account
A long piece of prose is expected
Give a logical account that is both relevant and well organised
How Prove/demonstrate/show (depending on question) in what way/to what extent/for what reason/by what means or method
Identify/Name/State/ Give a short sentence or a single word answer
Give
Illustrating your Account for by writing specific examples or diagrams
answers with Include relevant words or terms to identify particular features
Insert/Label Place specific names or details to an illustrative technique
Justify Give an explanation why something is chosen or why it is done in a particular manner or why a particular position/stand is
taken
List Identify or name a number of specific features to meet a particular purpose
Locate Find the place
Match Identify two or more statements or illustrative techniques in which there is an element of similarity or inter-relationship


Name State/specify/identify using a word or words by which a specific feature is known
Give examples which illustrate a particular feature
Predict Use your own knowledge and understand along with information provided to state what might happen next
Plan See ‘Devise’
Refer to/With Write an answer which uses some of the ideas provided in an illustrative technique or other additional material such as a case
reference to study
Reference to stated materials is needed
33
State Write in brief detail by a short statement or a single word

Study Examine closely, pay special attention to, look carefully at and interpret
Suggest 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 Base answer on information provided
information provided Refer to the stated materials
Why Provide the cause or reason
With the help of Use some of the information provided as well as additional material
Refer to stated materials

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2235 GEOGRAPHY ORDINARY LEVEL (2010)

3. Provide a holistic understanding of physical-human relationships;

4. Develop skills in acquiring, communicating and applying geographical knowledge;

2. Components of physical and human environments;

3. Spatial patterns of physical and human phenomena;

5. Spatial and temporal changes in physical and human environments.

4. Interpret and recognise patterns in geographical data and deduce relationships;

6. Organise and present information in a coherent manner.

4. An instinct for survival and confidence in the future of Singapore; and

AO2: Critical Understanding and Constructing Explanation

AO3: Interpreting and Evaluating Geographical data

ASSESSMENT SPECIFICATION GRID

Candidates are advised to spend 45 minutes on each question. Candidates must

Candidates are advised to spend 45 minutes on each question. Candidates must

Geographical Data and Techniques for Upper Secondary Geography

Candidates should be able to:

Topographical Map Reading Skills

Candidates should be able to:

PAPER 1: PHYSICAL GEOGRAPHY

The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and

PLATE TECTONICS AND THE RESULTING LANDFORMS

2. Phenomena and Landforms Associated with Plate Movements

3. Impact of and Adaptation to Earthquakes

WEATHER AND CLIMATE

2. Types of Climate (distribution and characteristics)

3. Severe Weather Phenomena

2. Adaptation of the Natural Vegetation to the Environment (particularly climate)

4. Case Study of Deforestation in a Tropical Rainforest

RIVERS AND COASTS

PAPER 2: HUMAN GEOGRAPHY

The list of suggested fieldwork/techniques/strategies is meant to complement classroom learning and

2. Factors Affecting Intensity of Food Production

3. Developments in Food Production

THE INDUSTRIAL WORLD

3. Changing Industrial Trends since 1960

4. A Study of a Newly Industrialised Economy

• Case study of an electronics industry in an NIE

2. Impact of the Growth of Tourism*

3. Managing the Impact of Tourism

2. Reasons for Variations in Development in the World

3. Strategies to Alleviate Uneven Development

2235 GEOGRAPHY ORDINARY LEVEL (2010)

• Structure of the Earth • Describe the distribution of plates • Core • Adaptability

2235 GEOGRAPHY ORDINARY LEVEL (2010)

2. Phenomena and Landforms

• Landforms distribution of phenomena and • Focus

2235 GEOGRAPHY ORDINARY LEVEL (2010)

2235 GEOGRAPHY ORDINARY LEVEL (2010)

2235 GEOGRAPHY ORDINARY LEVEL (2010)

have experienced floods

2235 GEOGRAPHY ORDINARY LEVEL (2010)

• Density environment • Emergent

2235 GEOGRAPHY ORDINARY LEVEL (2010)

2235 GEOGRAPHY ORDINARY LEVEL (2010)

2235 GEOGRAPHY ORDINARY LEVEL (2010)

• Landforms and features resulting • Explain the formation of cliffs, • Cliff

England) spits and tombolos • Shore platform

• Coastal protection measures • Evaluate the success of coastal • Soft engineering

2235 GEOGRAPHY ORDINARY LEVEL (2010)

• Collect beach materials (e.g.

2235 GEOGRAPHY ORDINARY LEVEL (2010)

understanding. Candidates will not be assessed on fieldwork methodology.

2235 GEOGRAPHY ORDINARY LEVEL (2010)