iGeo 2017, Писмен тест — Задача 6. Section F: Food Security
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. Study Resource Booklet Figure F1: The trajectory of undernourishment in developing regions: actual and projected progress towards the World Food Summit (WFS) and Millennium Development Goal (MDG) targets.
Describe the progress made in achieving the World Food Summit (WFS) and the Millennium Development Goal (MDG) targets. [2 т.]
2. Study Resource Booklet Figure F1: The trajectory of undernourishment in developing regions: actual and projected progress towards the World Food Summit (WFS) and Millennium Development Goal (MDG) targets.
Suggest the main reason why there was a difference in meeting the 2 targets. [1 т.]
3. Study Resource Booklet Figure F2: Nine influences on food security.
Select 2 of the categories in the following list (Environmental, Political, Social/Cultural and Economic) and with the help of the information provided explain how factors in each category contribute to the causes of food insecurity. [4 т.]
4. Outline 2 strategies to eliminate hunger. [4 т.]
5. Discuss why food waste is high in developed countries. [4 т.]
Решение
1. Answer (point marking – 1 mark for each correct description):
- The World Food Summit (WFS) target was not reached. The number of undernourished people fell from 991 million in 1990–1992 to 780 million in 2014–2016, whereas the target was just above 500 million (the target was to halve the number of undernourished people).
- The Millennium Development Goal (MDG) target was almost reached as the prevalence of undernourished people fell from 23.3% in 1990–1992 to 12.9% in 2014–2016, not far above the target (of 11.65%) (the target was to halve the percentage of undernourished people).
2. Answer (point marking – 1 mark for the correct reason):
Although the prevalence of undernourished people nearly halved, the increasing global population meant that the number of people did not halve.
Although the prevalence of undernourished people nearly halved, the increasing population in developing countries meant that the number of people did not halve.
Although the prevalence of undernourished people nearly halved, high birth rates (accompanied by low death rates) in developing countries meant that the number of people did not halve.
3. Answer (level marking – 2 marks for one well elaborated explanation and 1 mark for poorly elaborated explanation):
- Environmental:
- Climate change – crops not adapted to changing conditions, less food produced (also increases prices); unpredicted weather; intense and widespread droughts and storms – lower crop yields
- Land degradation – land becomes less productive – less food produced.
- Soil pollution – less land available for farming and cattle breeding
- Increase in acidity of soil due to heavy rains
- Natural disasters – destroys crops/livestock and farming infrastructure (so less food produced), destroys livelihoods (so cannot afford food).
- Drought – rain-fed agriculture vulnerable to periods of drought.
- Decrease in global seed diversity – crop production more vulnerable to weather
- Extinction of some crops suited for certain climate types
- Scarce weather stations – missing information on weather (both environmental and economic factor)
- Political:
- Conflict/war/political instability – farmers flee, crops/livestock destroyed.
- Governments not giving priorities to financing agricultural infrastructure (irrigation, safe storage and transport, etc.).
- Agricultural research not funded in budgets.
- Small farms appropriated for urban expansion – pushing farmers to more marginal lands.
- Lack of emergency food provision.
- Social/Cultural:
- Food preferences changing to meat – producing meat is less efficient use of resources.
- Resistance to changing traditional farming practices to more sustainable options.
- Gender inequalities reduce access to land ownership and loans.
- Class differences – “the untouchables” are not allowed to own land and houses
- Low rate of insured crops – poverty in case of destroyed crops or lost yields
- Low health insurance rate – in the case of illness people cannot afford themselves health treatments and cannot work in agriculture
- Economic:
- Poverty (low household income) – cannot afford to buy food.
- Local food crops replaced by export crops/biofuels – less food produced locally (also increases prices).
- Rising cost of inputs such as seed and fertilizer.
- Increase in food prices – growing gap between the rich and the poor that cannot afford the food
- Low access to education – inability to improve agricultural productivity
- Low world grain reserves - inability to cover the shortages in case of hazards
- Low international aid (from developed to developing countries) to adapt to climate changes
- Work in agriculture as hired workers for international companies – low income and no individual agricultural production to feed the families
4. Answer (level marking – 2 marks for one well elaborated strategy and 1 mark for poorly elaborated strategy):
- Working together, governments, international aid agencies and non-government organizations could:
- Invest more in agricultural research to develop crop varieties that would increase food production, e.g. higher yielding crops. Crops can be more resilient to drought conditions, countries where hunger is still a concern often suffer from extreme climates.
- Set up micro-finance schemes for loans to farmers, including women. This would allow farmers to buy machinery/fertilizer/etc. to increase production, or to buy seed after a bad harvest when they have had to eat all their saved seeds.
- Finance the development of irrigation schemes so that farmers are not reliant on rainfall. Sustainable solution they could then grow a greater quantity of food, and also a greater variety of food.
- Invest in more efficient and effective storage of food at a local and regional level, and of its transport. This would save a lot of food that is currently wasted through vermin, insects, water, etc.
- Develop agricultural extension programmes so that small-scale farmers can benefit from current information on sustainable farming practices in a changing climate.
- Establish stable fair-trade networks so that small scale farmers have increased markets for their products and can increase their income, making them less vulnerable to food insecurity.
- Introduce school meals so that children, who are vulnerable to malnutrition, get a regular supply of nutritious food.
5. Answer (level marking – 4 marks for excellently elaborated discussion, 3 marks for fully, 2 marks for satisfactorily and 1 mark for poorly elaborated discussion):
- Attitudes in developing countries – fussy and particular about food presentation and what it looks like.
- Buying and consuming too much.
- Wealthy people can afford to waste food.
- Greater calorie consumption leading to buying more food.
- Life style.
- The power of advertising and the consumer mentality.
- Pre-packaging of products so that one buys more than needed.
- The sense of complacency – not recognizing the effort involved in food production as one just goes to the supermarket.
- Also a sense of complacency because most people in developed countries have never experienced hunger.
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