iGeo 2017, Писмен тест — Задача 5. Section E: Soil Degradation
14th International Geography Olympiad — Belgrade, Serbia — 2–8 August 2017 — Written Response Test — Question and Answer Booklet · 2 август 2017 г. · 15 т.
Cover of the Question and Answer Booklet
14th International Geography Olympiad
Belgrade, Serbia
2–8 August 2017
WRITTEN RESPONSE TEST
Question and Answer Booklet
Name: ........ Team: ........
Student number: 1 4 _ _ _ _
Do NOT open the Booklet before instructed to do so by a supervisor.
Instructions for Students
Fill in your name, team and iGeo student number on the front page of this Question and Answer Booklet.
Fill in your iGeo student number in the boxes on top of the pages in this Booklet.
This test consists of 6 Sections.
The maximum total mark is 90.
The mark for each question is given in the margin at the beginning of the question.
There is a maximum of 15 marks for each Section.
- Answer all questions in the spaces provided in this Booklet in English.
Keep the left margin free for markers.
Please write clearly.
Please use blue (or black) pen, not pencil.
Check the backs of pages as questions are printed on both sides of a page.
There are blank pages which you can use as additional space for your notes.
Please cross through any notes so that we know they are not part of your answers.
If you use these pages for answers, please label them clearly with the Section and question number (e.g. A1).
Where appropriate, please write sentences or phrases not single words.
Give only the required number of answers (reasons, examples, etc.).
For instance, if the question asks for 2 reasons and you give more than 2, only the first 2 reasons will be marked.
- The Resource Booklet contains Figures referred to in this Booklet.
Do not write any of your answers in Resource Booklet.
You may use a calculator during the test.
Students not educated in English are allowed to use bilingual dictionaries during the test.
Time:
180 minutes for students not educated in English (+10 minutes reading time),
150 minutes for students educated in English (+10 minutes reading time).
Good luck!
Written Response Test
Contributions from: Australia, Germany, Indonesia, Japan, Mongolia, New Zealand, Switzerland, Taiwan/China–Taipei and UK
Committee Convenor: Dubravka Spevec (Croatia)
Deputy: Anu Printsmann (Estonia)
Editors: Shu Min (Celestine) Hang (Singapore) and Jacqueline Louise Richards (New Zealand)
Reviewers: Kath Berg (Australia) and Mark Higginbottom (UK)
Director of Tests: Susan Lomas (UK)
Booklet layout
The odd pages 3–17 carry a box „Student number: 14“ at the top; the marks of each question are printed in the left margin („2 m“, „4.5 m“ …). Pages 3, 11 and 12 end with „This Section continues on the next page.“ The booklet ends with „end ■“ on page 18.
Blank page 10 of the Question and Answer Booklet
This page is intentionally blank (you can use it for your notes (please cross them through afterwards) or for answers, which are clearly labelled with the Section and question number).
Blank page 14 of the Question and Answer Booklet
This page is intentionally blank (you can use it for your notes (please cross them through afterwards) or for answers, which are clearly labelled with the Section and question number).
Cover of the Marking Scheme
14th International Geography Olympiad
Belgrade, Serbia
2–8 August 2017
WRITTEN RESPONSE TEST
Marking Scheme
Instructions for Markers
Check if the iGeo student numbers are on each sheet (on odd pages) before dividing up the Test.
This test consists of 6 Sections.
The maximum total mark is 90.
The mark for each question is given in the margin at the beginning of the question.
There is a maximum of 15 marks for each Section.
- One whole Section per marker and double-checker.
Some lengthy (more than 2 pages) Sections may be divided for two marker-pairs.
- Get the hang of the full range of answers by reading through a few papers with your co-marker before you start your marking.
You can mark together (especially for level marking), or after establishing a consensus on how to mark for thoroughness and consistency, act as each other’s double-checkers by marking half of the test and then swapping the pile.
We strongly recommend whenever in doubt, consult your marking partner and, if appropriate, one of the designated Moderators – Dubravka or Anu.
Please develop your own marking/correcting notation system (using +/-, x/0, √ marks), underlining, comments etc. to ease double-checking and sample marking.
These answers here are not exhaustive. Credit any relevant answer.
Check whether the answer continues outside the designated area, in the margins or as clearly marked on blank pages.
No credits will be given to answers in the Resource Booklet.
The Test uses two marking systems: point and level marking.
Half marks can only be given where indicated as the total of 90 marks will yield only 40% of the total olympiad result.
Mark only the required number of answers (reasons, examples etc.).
For instance, if the question asks for 2 reasons and there is more than 2, only the first 2 reasons should be marked.
- Put your final mark next to the question number in the column on the left – it eases the work of the person who has to put the numbers into MS Excel.
Please write your numbers clearly.
Please write down any inconsistencies of the Marking Scheme, revisions and additional answers or answers not accepted on the Notes page at the end of the Booklet (e-mail is preferred) and hand them in after marking to improve the final Marking Scheme that will be uploaded to show the actual marking.
The Moderators (Dubravka and Anu) will sample the marking of all teams.
Command Terms for use in Written Response Test
| Terms | Meaning |
|---|---|
| Annotate | add labels with short comments to a diagram, map or photograph in order to describe or explain |
| Describe | give a factual statement of the distinctive features of something, e.g. for a landform, its shape, dimensions, composition, location (do not explain) |
| Discuss | give a thorough account from different points of view |
| Draw | make a clearly defined diagram, flowchart or map, and include labels |
| Explain | give a reason, a cause, an effect, a consequence for why or how something happens |
| Forecast | predict or estimate (a future event or trend) |
| Identify | name, select, point out something |
| Justify | provide sound reasons or evidence on which your response is based |
| Name | state or specify, using a word or words by which something is known |
| Outline | give the main points or general principles of something, omitting minor details, and usually emphasizing structure and relationships |
| Study | look closely at the details in |
| Suggest | put forward an idea or a reason |
| With the help of the information provided | base answer partly on information provided (refer to this material) and partly on own knowledge |
In level marking in order to credit higher marks the response has to cover a multi-perspective view with a range of factors/impacts from different spatial and temporal scales forming a thorough and well-elaborated account.
Written Response Test
Contributions from: Australia, Germany, Indonesia, Japan, Mongolia, New Zealand, Switzerland, Taiwan/China–Taipei and UK
Committee Convenor: Dubravka Spevec (Croatia)
Deputy: Anu Printsmann (Estonia)
Editors: Shu Min (Celestine) Hang (Singapore) and Jacqueline Louise Richards (New Zealand)
Reviewers: Kath Berg (Australia) and Mark Higginbottom (UK)
Director of Tests: Susan Lomas (UK)
Условие
1. Describe 3 functions of soil. [3 т.]
2. Identify 4 natural causes of soil degradation. [2 т.]
3. Identify 4 indicators that signify soil degradation resulting from human actions. [2 т.]
4. Study Resource Booklet Figures E1 and E2: Photos of examples of soil degradation.
Name and explain the soil degradation processes. [4 т.]
5. Study Resource Booklet Figures E1 and E2: The photos of the examples of soil degradation.
Outline measures that could reduce the severity of both types of soil degradation. [4 т.]
Решение
1. Answer (point marking – 1 mark for each correct function):
- Fungi and bacteria in the soil recycle dead plants and animals into nutrients needed by all living things.
- It is a medium for plant growth, providing plants with support, essential nutrients, water and air. Plant life, in turn, supports animal life.
- It acts as a reservoir for water, influencing the quantity of water in our rivers, lakes and aquifers.
- It has a filtering and transforming role for materials added to the soil. Thus, soil is often able to protect the quality of our water and air.
- It provides a habitat for organisms. A handful of soil may be home to billions of organisms, belonging to thousands of species.
- It provides raw materials such as clays, gravels, sands and minerals as well as fuels such as peat.
- It also provides a physical base for the foundations of buildings and roads.
- Natural hazards (forest fires, volcanic eruption, tsunami…).
2. Answer (point marking – 0.5 marks for each correct natural cause):
Different physical factors can contribute to different types of soil erosion (soil detachment, movement and deposition) changing the natural composition and structure of the soil by wearing away the fertile topsoil layer as well as organic matter.
- Rainfall erosion,
- Surface runoff,
- Floods,
- Wind erosion.
- Mass movements.
- Drought.
- Salinization by mineral weathering.
- Volcanic activity.
3. Answer (point marking – 0.5 marks for each correct indicator):
- Decline in structural condition,
- Loss or displacement of the fertile topsoil layer,
- Loss of organic matter,
- Depletion of soil nutrients,
- Decline in soil fertility,
- Lessened aeration,
- Interfered water holding capacity,
- Soil crusting, sealing and compaction decreasing the infiltration of water into the soil,
- Overload of toxic chemicals (from municipal or industrial (radioactive) wastes, (airborne) pollutants (oil spills), artificial fertilizers, pesticides, insecticides, herbicides called chemical deterioration),
- Adverse changes in salinity, acidity or alkalinity,
- Overgrowth or lack of bacteria and fungi impacting the microbial activity of the soil through bio-chemical reactions.
- Salt crust forming.
4. Answer (point marking – 0.5 marks for each correct process and level marking – 1.5 marks for each well elaborated explanation, 1 mark for each satisfactorily and 0.5 marks for poorly elaborated explanation):
- Figure E1 process: Salinization.
- Explanation: Irrigation salinity occurs due to increased rates of water moving down past the root zone and recharging the groundwater, causing the water table to rise. Rising water tables (capillary action) bring mineral salts into the plant root zone (topsoil). The salt remains behind in the soil when water is taken up by plants or lost to evaporation. Inefficient or outdated irrigation and drainage systems increase the amount of water moving down past the root zone. Poor water distribution in the irrigated area results in some areas being under-irrigated, causing salts to accumulate (where water tables are high) because the salts are not flushed out. Other areas can be over-irrigated and waterlogged (a field covered in salt deposits). The soil is basically saturated but water is still being irrigated from rivers meaning that there is little to no infiltration into the soil i.e. the water table is very high to the soil surface. Salinization reduces yields.
- Figure E2 process: Desertification (overgrazing, vegetation clearing).
- Explanation: It happens when the soil is no longer able to support further growth of vegetation and is irreversible. This is caused by the over intensification (exploitation) in cultivating the soil by grazing (animal husbandry, livestock), tillage or deforestation (fuelwood collection) leading to the removal of the land’s stabilizing vegetation cover, the little topsoil that is present is also easily eroded away by wind and water, causing the cycle of degradation (leaving only the less-biologically-active lower-soil-layers, which are often then subsequently baked dry and hard in the sun). Since soil needs to replenish itself through the decomposition of plants and weathering of rocks, with land not lying fallow, nutrients cannot be replenished.
5. Answer (level marking – 2 marks for one well elaborated measure or actions and 1 mark for poorly elaborated measure or actions):
- Measures for figure E1: Removal of salt from soil and introduction of modern irrigation methods such as subsurface or drip irrigation.
- Prevention of high rate of evaporation, which is very cost intensive.
- Apply leaching fraction: additional water to be used periodically to flush down salts (leaching) from the surface away from the root zone, after calculating the amount of salt needed for plants to grow.
- Avoid building dams near areas where the water table is high, so as to reduce the situations of having concentrated salty water near the surface, which contribute to salty surfaces during dry seasons when capillary action takes place.
- Measures for figure E2: Restoration actions range from on-the-ground activities such as habitat protection, assisted natural regeneration, sand-dune stabilization and tree-planting to policy improvements, the provision of financial incentives, capacity development, and continuous monitoring and learning. To be effective and sustainable, restoration should be approached at the landscape scale.
- Conservation farming and land management which may involve regulating the areas and frequency in which land is cultivated and grazed on, to ensure that there is:
- A period in which the area is unused to give vegetation a chance to settle again (ground lies fallow),
- Introduce fertilizer to the land, to allow for the replenishment of nutrients,
- Vegetation cover never entirely removed,
- Then balance between number of cattle and available pastures.
Notes page of the Marking Scheme
Notes
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Оригинал в Архива: WRITTEN RESPONSE TEST QUESTION AND ANSWER BOOK.pdf · официални решения: WRITTEN RESPONSE TEST MARKING SCHEME.pdf