O Level - 2236 Geography - SEAB

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)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. Map reading and skills of photograph interpretation, construction/completion of datapresentation, interpretation of data (primary and secondary), and simple descriptive analysis of statistical datamay be examined in both Papers 1 and 2. For map reading, this may only be tested in context as a sub-partof a question. It will not be set as a full 25 mark question. Candidates may be assessed in the application ofgeographical knowledge in decision-making processes. Geographical investigations in the form of afieldwork case study will only be examined in Section A of Paper 1.USE OF CALCULATORSAn approved calculator may be used in all papers.SYLLABUS FRAMEWORK AND OUTLINEThe O-Level Geography syllabus is structured around three major themes, namely ‘Our Dynamic Planet’,‘Our Changing World’ and ‘Geographical Skills and Investigations’. Each theme comprises three topics asshown below:Theme 1: Our Dynamic Planet (Physical Geography)(1) Coasts – Should coastal environments matter?(2) Living with Tectonic Hazards – Risk or opportunity?(3) Variable Weather and Changing Climate – A continuing challenge?Theme 2: Our Changing World (Human Geography)(4) Global Tourism – Is tourism the way to go?(5) Food Resources – Is technology a panacea for food shortage?(6) Health and Diseases – Are we more vulnerable than before?Theme 3: Geographical Skills and Investigations(7) Topographical Map Reading Skills(8) Geographical Data and Techniques(9) Geographical InvestigationsThe syllabus adopts an inquiry-based approach to the learning of Geography. It provides coverage ofphysical and human aspects of the subject and the linkages that exist between them by presenting them inthe form of geographical questions. It gives students a deeper and critical understanding of the changingworld and helps prepare them for the complexities in the 21st century.There are six topics in themes 1 and 2 of the syllabus. The heading for each of these topics is presented inthe form of an overarching geographical question. Each topic is organised around three key questions andthese key questions serve as the organisational framework of the syllabus. For each key question, there arelearning outcomes, content and main terms. The syllabus is designed such that the first two key questionsguide students to gain an understanding and appreciation of the topic as stated in the overview. Theknowledge and skills acquired would subsequently be used by students to apply to the issue studied whenthey proceed to the third key question (see Table 1 for the syllabus content outline and key questions).In the syllabus, examples stated in brackets (xx) are meant to be exhaustive and compulsory and only thesewould be assessed in the examinations. In contrast, examples listed as (e.g. yyy) are not exhaustive andmay be replaced with more recent and relevant ones given the indication of scale. Case studies whereapplicable, are to be studied in greater detail.9

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Table 1: Syllabus Content Outline and Key QuestionsTheme 1: Our Dynamic Planet (Physical Geography)Topic 1: Coasts – Should coastal environments matter? How and why are coastal environments different and dynamic? Why are coastal areas valuable? (Focus is on tropical coasts) How can we manage coastal areas in a sustainable manner?Topic 2: Living with Tectonic Hazards – Risk or opportunity? Why are some areas more prone to tectonic hazards? What landforms and associated tectonic phenomena are found at plate boundaries? How do people prepare for and respond to earthquakes?Topic 3: Variable Weather and Changing Climate – A continuing challenge? Why do different places experience different weather and climate? What is happening to the Earth’s climate? Is the weather becoming more extreme?Theme 2: Our Changing World (Human Geography)Topic 4: Global Tourism – Is tourism the way to go? How does the nature of tourism vary from place to place? Why has tourism become a global phenomenon? Developing tourism at what cost?Topic 5: Food Resources – Is technology a panacea for food shortage? How and why have food consumption patterns changed since the 1960s? What are the trends and challenges in the production of food crops? How can the problem of food shortage be addressed?Topic 6: Health and Diseases – Are we more vulnerable than before? What are the global patterns of health and diseases? What influences the spread and impact of infectious diseases? (Focus is on malaria and HIV/AIDS) How can we manage the current and future spread of infectious diseases?10

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Theme 3: Geographical Skills and InvestigationsTopic 7: Topographical Map Reading SkillsTopic 8: Geographical Data and TechniquesTopic 9: Geographical Investigations11

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)SYLLABUS CONTENTTheme 1: Our Dynamic Planet (Physical Geography)Topic 1: Coasts – Should coastal environments matter?One third of the world’s population live in coastal areas, approximately 4% of Earth’s total land area. The study of coastal environments is especially crucial at a timewhen there is greater threat to coastal areas due to the rise in sea levels. Through the study of physical processes occurring in coastal areas and the resultinglandform features, students will understand how dynamic and fragile coastal environments are. They will examine why coastal environments are highly valuable insupporting a variety of human activities. They will also study the challenges involved in making decisions pertaining to the management of issues that arise fromincreasing human interferences in coastal environments.Learning OutcomesContentMain TermsKey Question 1: How and why are coastal environments different and dynamic?Students will be able to: Explain the dynamic nature of coastalenvironments A) KnowledgeDefinition of coast – the area where the land meets the seaCoastal environments are dynamic and changing due to– Waves– Currents– Tides– Geology– Human activities– Ecosystem type: mangrove and coral Explain how waves are generated and the factors influencing wave energy Explain wave refraction and the processeswhich occur when waves breakDescribe the different types of waves and theirassociated coastal environments Waves are generated when there is a transfer of energy from wind to water surfaceWave energy depends on the following factors– Fetch– Wind speed– Wind durationWave refraction and associated concentration and dissipation of wave energyProcesses which occur when waves break– Swash– BackwashTypes of waves and wave environments– Constructive waves occur in an environment with low gradient and low energy– Destructive waves occur in an environment with steep gradient and high energy12 Coast Dynamic coastal environmentWavesTideCurrentsGeologyEcosystem FetchWave refractionSwashBackwashConstructive waveDestructive wave

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Learning Outcomes Explain the different coastal processes Describe and explain the formation of cliffs,Content headlands, caves, arches, stacks and shoreplatforms Describe and explain the formation of bays,beaches, spits and tombolos Coastal processes– Erosion by waves Abrasion Hydraulic action Attrition Solution– Transportation through longshore drift– DepositionFormation of coastal landforms– Erosional landforms Cliffs and shore platforms Headlands and bays Caves, arches and stacks– Depositional landforms– Beaches– Spits and tombolosB) SkillsIdentify coastal landforms and features shown in topographical maps, photographs andsketches Draw and label a field sketch of a coastal area shown in a photograph Investigate how wave type influences beach profile and how longshore drift formscharacteristic landforms Measure beach slope, beach materials, wave frequency and beach profile Analyse data and derive relationships between the following variables– Wave steepness and beach slope– Grain size and beach slope Calculate wave steepness using wave height and wave length data Plot and label beach profile 13Main Terms AbrasionHydraulic actionAttritionSolutionLongshore driftLongshore currentHeadlandCliffCavesArchesStacksShore platformBayBeachSpitTombolo

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Learning OutcomesContentMain TermsKey Question 2: Why are coastal areas valuable?(*Focus is on tropical coasts)Students will be able to: Explain how the distinctive characteristics ofcoastal areas support a variety of humanactivities Human activities in coastal areas with reference to an example for each of the following:– Fisheries and aquaculture (e.g. Kung Krabaen Bay in eastern Thailand)– Housing and transportation (e.g. houses built on stilts and ferry services to Kukup insouthern Johor in Malaysia)– Tourism and recreation (e.g. marinas and integrated resort on Sentosa in Singapore) creation Coral reefs:– Environmental conditions for growth Sea surface temperature Amount of sunlight received, dependent on turbidity and water depth Level of salinity and oxygen content– Distribution in the Tropics (e.g. Great Barrier Reef in Australia, reefs around Philippinesand Indonesia)– Value Coastal protection Habitat for marine creatures– Pressures Over-collection of corals Fishing methods Recreational use of the coast Coastal development Climate change causing coral bleaching Coral reefsTurbidityValueHabitatCoral bleachingPressuresCoastal development Mangroves– Environmental conditions for growth Sediment supply Sheltered coastline resulting in low energy wave environment– Distribution in the Tropics (e.g. the Sundarbans in India and Bangladesh)– Adaptations– Value Habitat for marine creatures Stabilise shorelines by trapping sediments Protect coastal areas by absorbing force of storms– Pressures Clearing of mangroves for fuel wood and charcoal Conversion to other land uses (e.g. paddy fields, shrimp farms) Coastal development Rising sea level Describe the global distribution andcharacteristics of the coral reef ecosystemExplain the value of the coral reef ecosystemin the coastal environmentDiscuss the pressures that threaten the coralreef ecosystem Describe the global distribution and characteristics of the mangrove ecosystemExplain the value of the mangrove ecosystemin the coastal environmentDiscuss the pressures that threaten themangrove ecosystem14Mangrove speciesValueAdaptationPressuresRising sea level

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Learning OutcomesContentMain TermsB) Skills Locate major coral reef and mangrove areas on the world map Identify the characteristics of mangroves shown in photographs and sketches that helpthem to adapt to the coastal environment Identify the different kinds of human activities in coastal areas shown in maps, photographsand sketchesKey Question 3: How can we manage coastal areas in a sustainable manner?Students will be able to:A) Knowledge Explain how coastal areas can be managed in Sustainable management of coastal areasa sustainable manner– Laws and regulations (e.g. Limit damaging activities, protect coastal resources, restrictdevelopment in areas prone to natural hazards) Evaluate the effectiveness of measures to– Measures to protect the coast from erosionprotect the coast from erosion Soft engineering¾ Beach nourishment¾ Planting of vegetation¾ Stabilising dunes¾ Encouraging the growth of coral reefs Hard engineering¾ Seawalls¾ Tetrapods¾ Gabions¾ Groynes¾ BreakwatersB) SkillsIdentify engineering measures adopted to mitigate coastal erosion in the field and shown inphotographs and sketches Analyse satellite images on changes in selected coastlines over two time periods 15 Soft engineeringHard engineering

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Topic 2: Living With Tectonic Hazards – Risk or opportunity?Certain places in the world like those near plate boundaries are prone to earthquakes, volcanic eruptions and tsunamis. Such natural hazards pose dangers topeople who live there and have significant impact on their quality of life. In examining the spatial patterns of these natural hazards and why such patterns exist,students have to explore the concept of plate tectonics and understand how plate movements resulting from internal earth processes create mountain systems,some large-scale landform features and tectonic hazards around the world. They will examine how and why the impact of these tectonic hazards vary greatly fromplace to place and consider the decision-making process that leads people to adopt certain responses when deciding to live in hazard-prone areas. AlthoughSingapore is not at the plate boundaries, we do experience tremors and effects associated with earthquakes and volcanic eruptions occurring in neighbouringcountries. Through studying this topic, students will gain an appreciation of the constraints people face and the reasons behind the different choices people make insimilar situations.Learning OutcomesContentMain TermsKey Question 1: Why are some areas more prone to tectonic hazardsStudents will be able to: Outline the main types of natural hazardsA) Knowledge Definition of natural hazards and the main ways they may be classified– Climate-related hazards Floods Storms– Tectonic hazards Earthquakes Volcanic eruptions Natural hazard Describe the internal structure of the Earth Explain the movement of tectonic plates Internal structure of the Earth– Layered structure Core Mantle Continental crust and oceanic crust– Characteristics of each layer Thickness Solid or liquid stateMovement of tectonic plates driven by the pull of subducting plates and convection currentscirculating within the mantle16CoreMantleContinental crustOceanic crustTectonic plateSlab-pull forceConvection current

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Learning Outcomes Describe the global distribution of tectonicplates and types of plate boundariesContent Names, types and locations of major plates and plate boundaries in the world– North American Plate– South American Plate– Eurasian Plate– Indian Plate– African Plate– Nazca Plate– Pacific Plate– Philippine Plate– Australian PlateTypes of plate boundaries and examples:– Divergent: oceanic-oceanic (e.g. Mid-Atlantic Ridge), continental-continental (e.g. GreatRift Valley of East Africa)– Convergent: oceanic-oceanic (e.g. Mariana Trench), continental-continental (e.g.Himalayas), oceanic-continental (e.g. Andes)– Transform (e.g. San Andreas Fault)B) SkillsDraw and annotate a diagram showing the internal structure of the EarthIdentify and label major plates and the boundary types on mapsDraw labelled diagrams showing the different types of movements taking place at plateboundaries 17Main Terms Subduction zoneDivergent boundaryConvergent boundaryTransform boundary

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Learning OutcomesContentMain TermsKey Question 2: What landforms and associated tectonic phenomena are found at plate boundaries?Students will be able to: Discuss how plate movements influence thegeneral distribution of landforms andassociated phenomena Describe the landforms and phenomenaassociated with plate movements Explain the causes of landforms andphenomena associated with plate movements Describe the structure of volcanoes Explain the characteristics of volcanoes Explain the formation of volcanoes Discuss the benefits and risks of living involcanic areas Discuss the impact of earthquakes on peopleliving in areas prone to this natural hazardA) Knowledge Plate movements and associated landforms– Divergent: Rift valleys and block mountains– Convergent: Fold mountains– Divergent and Convergent: Volcanoes Phenomena and their causes– Earthquakes– Tsunamis– Volcanic eruptions Structure of volcanoes– Crater– Caldera– Vent– Magma chamber Characteristics and formation of volcanoes– Shield volcano (e.g. Erta Ale in Ethiopia)– Stratovolcano (e.g. Puy de Domes in France and Mt Pinatubo in Philippines)– Viscosity of lavao high-silica vs low-silica Benefits of living in volcanic areas– Fertile soil– Precious stones and minerals– Tourism– Geothermal energy Risks of living in volcanic areas– Massive destruction by volcanic materials– Pollution Risks associated with living in earthquake zones– Disruption of services– Landslides– Destruction of properties and infrastructure– Loss of lives– TsunamisB) SkillsAnalyse maps and photographs of major tectonic landforms and phenomena to derive therelationship between their distribution patterns and plate boundaries (e.g. Pacific ‘Ring ofFire’) Draw an annotated cross-section of a volcano Draw labelled diagrams to show the formation of a fold mountain, a rift valley, a blockmountain and a volcano 18 Tensional forceCompressional forceFoldingFold mountainsRift valleyBlock mountainVolcanoPacific Ring of FireShield volcanoStratovolcanoCraterCalderaVentMagma chamberMagmaLavaViscosityGeothermal energyEarthquakeFocusEpicentreRichter scaleAftershocksTsunamiVulcanicity

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Learning OutcomesContentKey Question 3: How do people prepare for and respond to earthquakes?Students will be able to: Discuss the responses of people toearthquakes and tsunamis Assess the effectiveness of strategies inmitigating and responding to the effects ofearthquakes and tsunamisA) Knowledge People may respond to natural hazards in several ways:– Preparedness measures Land use regulation Infrastructure Emergency drills Earthquake and tsunami monitoring and warning systems– Short-term responses Search and rescue Emergency food and medical supplies– Long-term responses Rebuilding of infrastructure Provision of health careB) SkillsExamine before and after satellite images and aerial photographs of a place affected by anearthquake or tsunami to identify and analyse the changes that have occurred 19Main Terms

2236 GEOGRAPHY GCE ORDINARY LEVEL SYLLABUS (2021)Topic 3: Variable Weather and Changing Climate – A continuing challenge?Variations in day-to-day weather are occurring all the time, they are an integral part of our lives. The average weather conditions of about 30 years is known asclimate. Climate has changed in the past through natural causes on timescales ranging from hundreds to millions of years. However, in this topic, the study ofclimate change is confined to the changes taking place in the last 150 years. Changes in climate are often discussed as they impact human lives, livelihoods andnature’s life support systems. In recent years, severe weather events such as tropical cyclones appear to have become more intense. In studying this topic, studentswill examine the fundamental concepts and essential principles involv

The O-Level Geography syllabus is structured around three major themes, namely ‘Our Dynamic Planet’, ‘Our Changing World’ and ‘Geographical Skills and Investigations’. Each theme comprises three topics as shown below: Theme 1: Our Dynamic Planet (Physical Geography