iGeo 2019, Писмен тест — Задача 2. Section B: Earthquakes
16th International Geography Olympiad — Hong Kong — 30 July – 5 August 2019 — Written Response Test — Question and Answer Booklet · 30 юли 2019 г. · 15 т.
Внимание: Бележка към темата
The Resource Booklet (Figures A1–F2, Tables C1 and E1 and the Section C instructions) referred to in the questions is not part of this archive file.
Корица
Do NOT open the Booklet before instructed to do so by a supervisor.
Name: … Team: …
iGeo student number: …
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 each 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 written on both sides.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, China Taipei, Romania
Committee Convenor: Dubravka Spevec (Croatia)
Deputy: Mark Higginbottom (UK)
Director of Tests: Sue Lomas (UK)
Instructions for Markers
Check if the iGeo student numbers are on each sheet 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 (at least) one pair of markers.
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 Mark.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 Mark) will sample the marking of all teams.
Command Terms for use in Written Response Test
| Terms | Meaning |
|---|---|
| Assess | make a judgment on the significance, relevance, value or quality of something by carefully weighing the advantages and disadvantages, the positive and negative features |
| 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 |
| Evaluate | consider several arguments or options and come to a conclusion about their importance or success |
| Explain | give a reason, a cause, an effect, a consequence for why or how something happens |
| Identify | name, select, point out something |
| List | identify or name a number of specific things |
| 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 |
| Suggest | put forward an idea or a reason |
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, China Taipei, Romania
Committee Convenor: Dubravka Spevec (Croatia)
Deputy: Mark Higginbottom (UK)
Director of Tests: Sue Lomas (UK)
Условие
1. a) List the 3 main types of seismic waves. [1,5 т.]
b) What is the name of the instrument that measures these waves? [0,5 т.]
2. Outline the differences between the 3 main types of seismic waves. [3 т.]
3. Study Resource Booklet Figure B1: Ecuador earthquake on February 22nd, 2019.
Suggest the reasons for the occurrence of an earthquake on February 22, 2019 in this area of Ecuador. [3 т.]
4. Explain how an earthquake leads to soil liquefaction. [2 т.]
5. Using Resources Booklet Figure B1: Ecuador earthquake on February 22nd, 2019 and Figure B2: Impact of Ecuador earthquake and your own knowledge, explain how the impacts of the Ecuador earthquake of Feb 22, 2019 and future earthquakes in this area could be managed. [5 т.]
Отговори
- 1. a) primary (or P-waves) / longitudinal waves; secondary (or S-waves) / transverse or transversal waves; surface waves (Love and/or Rayleigh waves)
- b) seismograph
Решение
1. a) (1.5m)
Answer (point marking – 0.5 marks for each correctly named type of seismic wave):
- primary (or P-waves) / longitudinal waves
- secondary (or S-waves) / transverse or transversal waves
- surface waves (Love and/or Rayleigh waves);
b) (0.5m)
Answer (point marking – 0.5 mark for correctly named instrument):
- seismograph
2. (3m)
Answer (point marking – 1 mark for each wave described in each basis of comparison. For example, P-waves can travel through fluids and solids (1 mark), S-waves cannot travel through air or water but only through solids (1 mark), surface waves occur along boundary between two different substances (1 mark). Maximum of 3 marks for each basis of comparison).
Answers should show a basis of comparison.
- P-waves can travel through fluids and solids, S-waves cannot travel through air or water but only through solids, surface waves occur along boundary between two different substances
- P-waves are longitudinal, S-waves are transverse, surface waves can either be longitudinal (Rayleigh) or transverse (Love and Rayleigh)
- P-waves are the fastest, followed by S-waves and then surface waves.
- Degree of damage
3. (3m)
Answer (point marking – 1m for mentioning Nazca and South American plates, 1m for mentioning subduction process, 1m for more detailed explanation)
- At the location of the earthquake, the oceanic Nazca plate moves east relative to the South America plate at a rate of about 70 mm/yr, subducting at the Peru-Chile Trench west of the Ecuadoran coast and sinking into the mantle beneath South America.
- Like most earthquakes of Ecuador and western South America, this event was caused by strains generated by the ongoing subduction process.
- The February 22, 2019, M 7.5 Ecuador earthquake occurred as the result of normal faulting at an intermediate depth, approximately 130 km beneath western Ecuador within the lithosphere of the subducted Nazca plate.
- Focal mechanism solutions indicate that rupture occurred on either a steeply dipping normal fault or a shallowly dipping normal fault, both striking in an approximate NW-SE direction.
4. (2m)
Answer (point marking)
loosely packed water-logged sediments at or near the ground surface lose their strength in response to strong ground shaking (1m);
this acts like a fluid for the duration of vibration/earthquake shaking (1m)
earthquake shaking triggers increase in water pressure in soils, the strength of soil decreases and soil particles can move and soil cannot support foundations for buildings and bridges so they collapse (additional explanation)
5. (5m)
Answer (level marking)
| Level 2 4-5m | Strategies and impacts are explained in relation to each other. Answers also acknowledge the characteristics of the Feb 22 Earthquake and the vulnerability of the region to earthquakes due to the nearby subduction zone. Better answers will acknowledge the need for both short- and long-term strategies. Students might use examples from own knowledge. Use of both Figures in answer. |
| Level 1 1-3m | Identifies and describes the impact of earthquakes using information from the figure(s). Strategy(s) are mentioned without contextualising to the impact of the earthquakes. Answer might not acknowledge the need for long-term strategies. No/little use of examples. Use of only 1 Figure in answer. |
| 0m | No credit-worthy response |
Answers should suggest both short-term and long-term management of earthquakes.
- Fig. B1 suggests that the earthquake was rather high in magnitude (7.5M) and its shaking could be felt more than 340km away.
- Feb 22 Earthquake had some casualties, including fatalities as seen in Fig. B2. To manage this, answers could include medical aid, rescue efforts, counselling etc.
- Feb 22 Earthquake had low likelihood of economic damage as seen in Fig. B2. This might suggest that the earthquake occurred in areas which are either sparsely populated, rural and/or with poor populations. To manage this, answers could suggest that providing monetary aid would not be high on the government’s agenda in managing the earthquake.
- Fig. B2 suggests that the population in this region resides in structures that are highly vulnerable to earthquake shaking. The pre-dominant building types are mud wall and informal as well. It can be seen that vulnerable structures would face greater damage during an earthquake. To manage this, answers could suggest building codes, stricter monitoring of construction, development of low-cost earthquake resistant buildings etc.
- Answers could suggest that Fig. B1 shows the long-term vulnerability of Ecuador and its surrounding areas to earthquakes due to their position near the subduction zone. Thus, it is important for management strategies to be sustainable as well.
- Other answers could include educating the population to be disaster-ready, stocking up on emergency supplies (at individual/national scale) etc.
Notes page
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).
Оригинал в Архива: 2019WRT_QA_Booklet.pdf · официални решения: 2019WRT_Marking_Scheme.pdf