diff --git a/.gitattributes b/.gitattributes index 852aba3499fc1c863b0547f77334b0d5ce8d58c0..372b791e3e6f59706d27dedc492aba03ad96d63c 100644 --- a/.gitattributes +++ b/.gitattributes @@ -480,3 +480,64 @@ benchmark/cfa_research_challenge/rc-2008-winning-rpt-hk-baptist-univ.pdf filter= benchmark/cfa_research_challenge/rc-2009-winning-rpt-nanyang-tech.pdf filter=lfs diff=lfs merge=lfs -text benchmark/cfa_research_challenge/rc-2009-winning-presentation-nanyang-tech.pdf filter=lfs diff=lfs merge=lfs -text benchmark/cfa_research_challenge/rc-2010-winning-presentation-univ-philippines.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2010-winning-rpt-univ-philippines.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2011-winning-presentation-politecnico-di-milano.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2012-winning-presentation-thammasat-university.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2011-winning-rpt-politecnico-di-milano.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2012-winning-rpt-thammasat-univ.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2013-rpt-wroclaw-univ.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2013-winning-presentation-wroclaw-univ.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2014-winning-presentation-university-philippines-diliman.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2015-winning-presentation-canisius-college.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2014-winning-written-report-univ-of-philippines-diliman.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2015-winning-written-report-canisius-college.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2016-winning-rpt-univ-of-waterloo.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2016-winning-presentation-university-of-waterloo.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2017-winning-presentation-barna-business-school.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2018-winning-presentation-university-of-lausanne.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2017-winning-written-report-barna-business-school.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2018-winning-written-report--university-of-laussane.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2019-winning-presentation-ateneo-de-manila-university.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2020-winning-presentation-university-of-sydney.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2019-winning-report-ateneo-de-manila-university.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2021-winning-report-bi-norwegian-business-school.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2020-winning-report-university-of-sydney.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2021-winning-presentation-bi-norwegian-business-school.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2022-winning-written-report-northern-illinois-univ.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2022-winning-presentation-northern-illinois-univ.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2023-winning-presentation-university-of-sydney.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2023-winning-written-report-university-of-sydney.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2024-winning-written-report-university-of-waterloo.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2024-winning-presentation-university-of-waterloo.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2025-winning-written-report-kozminski-university.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2026-winning-written-report-university-of-waterloo.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2026-winning-presentation-university-of-waterloo_0.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2021-regional-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/cfa_research_challenge/rc-2025-winning-presentation-kozminski-university.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2022-regional-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2022-national-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2023-national-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2024-national-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2023-regional-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2024-regional-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2025-regional-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/2026-national-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/rules-2025-regional.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_appe/rules-2025-national.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/ethics_bowl_nhseb/2025-26-national-case-set.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2020.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2018-gm-tesla.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2021.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2024.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2025.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2023.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/case-2026.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_05.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_03.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_06.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_04.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_09.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_08.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_13.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_10.pdf filter=lfs diff=lfs merge=lfs -text +benchmark/gcch_harvard/gcch_15.pdf filter=lfs diff=lfs merge=lfs -text diff --git a/benchmark/IOAA/index_probe.html b/benchmark/IOAA/index_probe.html new file mode 100644 index 0000000000000000000000000000000000000000..0630dbeaa8ceeec42342053731d9cf8a18bf49ce --- /dev/null +++ b/benchmark/IOAA/index_probe.html @@ -0,0 +1,915 @@ + + + + + + + + + + + + + + + + + Problems from past IOAA - IOAA + + + + + + + + + + + + + + + + + + + + + + + + +
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Problems from past IOAA

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Problems from past IOAA

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+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/benchmark/IOAI/README.md b/benchmark/IOAI/README.md new file mode 100644 index 0000000000000000000000000000000000000000..504c4ab6276840b40c853b8b4d63a5236f243523 --- /dev/null +++ b/benchmark/IOAI/README.md @@ -0,0 +1,42 @@ +# IOAI — International Olympiad in Artificial Intelligence + +Local mirror of contest task packs for agent benchmarking. + +**Grading:** RULE (hidden-test metrics on Individual / At-Home / GAITE / Home tasks) + RUBRIC (Team Challenge jury). + +## Totals + +| | | +|---|---| +| **Questions (tasks)** | **17** | +| **Years** | 2024 · 2025 · 2026 | + +Counts are unique contest **tasks** (ML notebook problems). The HF folder `IOAI2025/` mirrors part of `IOAI-2025/Individual-Contest` and is **not** counted twice. + +## Breakdown + +| Year | Round | Tasks | Count | +|------|-------|-------|------:| +| 2024 | On-Site | Help_BOBAI · Lost_in_Hyperspace · Madarian_Cow | 3 | +| 2025 | At-Home | Chameleon · Radar · Weather | 3 | +| 2025 | Individual | Radar · Chicken_Counting · Concepts · Restroom · Antique · Pixel | 6 | +| 2025 | GAITE | Word_Segmentation · Synthetic_Speech_Detector | 2 | +| 2026 | Home Task | Home-Task-1 · Home-Task-2 · Home-Task-3 | 3 | +| **Total** | | | **17** | + +## Layout + +| Path | Role | +|------|------| +| `IOAI-2024/` | 2024 on-site Scientific Round tasks | +| `IOAI-2025/` | 2025 At-Home / Individual / GAITE (+ translations) | +| `IOAI-2026/` | 2026 Home Task notebooks | +| `IOAI2025/` | HF dataset mirror (`IOAI-official/IOAI2025`) — overlap with 2025 Individual | + +Team Challenge briefs (robotics / generative) are documented upstream but not fully mirrored here as numbered task packs. + +## Links + +- [IOAI Resources](https://ioai-official.org/resources/) +- [HF IOAI2025](https://huggingface.co/datasets/IOAI-official/IOAI2025) +- [GitHub IOAI-official](https://github.com/IOAI-official) diff --git a/benchmark/IOL/problems.html b/benchmark/IOL/problems.html new file mode 100644 index 0000000000000000000000000000000000000000..d8defea5daa5407dff04f1b903931d4145607c41 --- /dev/null +++ b/benchmark/IOL/problems.html @@ -0,0 +1,2122 @@ + + + + + + Problems + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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Samples

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If you're new to Linguistics Olympiads problems, check out some of our sample puzzles to see what it's all about.

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More ›

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Problems by Year

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You can browse the problem sets from each year of the International Linguistics Olympiad.

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More ›

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Solvers' Choice

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The Solvers' Choice Award is awarded each year to the authors of the most popular problem, determined by a survey of that year's contestants.

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More ›

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Solution Presentations

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Archive of past solution presentation slides

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Average Scores

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Average scores per problem for each year

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Problems by Year

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Below are listed the problem sets from each year of the International Olympiad in Linguistics.

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If you’re new to Linguistics Olympiads problems, check out some of our +sample puzzles to see what it’s all about.

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† Language versions with this symbol were not used in the actual competitions.

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Individual Contest

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    + +
  1. Transcendental Algebra
  2. + +
  3. Arabic Arithmetic
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  5. Basque Dates
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  7. Adyghe
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  9. French
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Team Contest

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  1. Tocharian
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  3. Subscripts
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  5. Verbs
  6. + +
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Individual Contest

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  1. Kayapo
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  3. Swift News Agency
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  5. Latin
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  7. Lakhota
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  9. Chuvash
  10. + +
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Team Contest

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  1. Armenian
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Individual Contest

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  1. Tzotzil
  2. + +
  3. Lango
  4. + +
  5. Mansi
  6. + +
  7. Yoruba
  8. + +
  9. Lithuanian
  10. + +
+ + + +
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+ +
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Team Contest

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  1. Figuig
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+ + + +
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+ + +
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Individual Contest

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  1. Lakhota
  2. + +
  3. Catalan
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  5. Khmer
  6. + +
  7. Udihe
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  9. Ngoni
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Team Contest

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  1. American Sign Language
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Individual Contest

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  1. Braille
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  3. Movima
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  5. Georgian
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  7. Ndom
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  9. Turkish and Tatar
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Team Contest

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  1. Hawaiian
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Individual Contest

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  1. Micmac
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  3. Old Norse
  4. + +
  5. Drehu and Cemuhî
  6. + +
  7. Copainalá Zoque
  8. + +
  9. Inuktitut
  10. + +
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Team Contest

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  1. Fanqie
  2. + +
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Individual Contest

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  1. Sulka
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  3. Maninka and Bamana
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  5. Burmese Names
  6. + +
  7. Old Indic
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  9. Nahuatl
  10. + +
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Team Contest

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  1. Vietnamese
  2. + +
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+ + +
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Individual Contest

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  1. Budukh
  2. + +
  3. Drehu Numerals
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  5. Blissymbolics
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  7. mRNA Sequencing
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  9. Romansch
  10. + +
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Team Contest

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  1. Mongolian
  2. + +
+ + + +
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+ + +
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Individual Contest

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  1. Menominee
  2. + +
  3. Faroese
  4. + +
  5. Vai
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  7. Nahuatl
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  9. EAN-13
  10. + +
+ + + +
+ + + + + +
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Team Contest

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  1. Sanskrit Poetry
  2. + +
+ + + +
+ + + + + +
+ +
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+ + +
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Individual Contest

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  1. Dyirbal
  2. + +
  3. Umbu-Ungu
  4. + +
  5. Basque
  6. + +
  7. Teop
  8. + +
  9. Rotuman
  10. + +
+ + + +
+ + + + + +
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Team Contest

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  1. Lao
  2. + +
+ + + +
+ + + + + +
+ +
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+ + +
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Individual Contest

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    + +
  1. Yidiny
  2. + +
  3. Tundra Yukaghir
  4. + +
  5. Pirahã
  6. + +
  7. Muna
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  9. Telepathy
  10. + +
+ + + +
+ + + + + +
+ +
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Team Contest

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    + +
  1. Georgian
  2. + +
+ + + +
+ + + +
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+ + +
+ +
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Team Contest

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  1. Armenian
  2. + +
+ + + +
+ + + + +
+ + + + +
+ +
+
+ + +
+ + +
+ + +
+ +
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Team Contest

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    + +
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+ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + diff --git a/benchmark/IPO/README.md b/benchmark/IPO/README.md new file mode 100644 index 0000000000000000000000000000000000000000..780d3af1b8fe4d4d426ea00d65272a4db628f2c6 --- /dev/null +++ b/benchmark/IPO/README.md @@ -0,0 +1,13 @@ +# IPO local mirror + +- `topics/` — **essay prompts** (what contestants write about) + - `IPO_YYYY_topics.md` / `.json` — per-year Topic 1–4 extracts (English preferred) + - `topics.jsonl` — flat list of structured prompts (~95) + - `ALL_TOPICS.md` — all years concatenated + - `index.json` — year index + - `Topics-for-the-essays-IPO-20262.pdf` — official 2026 multilingual topic sheet +- `essays/` — **sample / winning student essays** (answers, not prompts) +- `page_1.html` — official Topics archive page mirror +- `page_0.html` — site home mirror + +Contest form: each year publishes ~4 quotation-topics; contestants pick one and write a timed philosophy essay (RUBRIC). diff --git a/benchmark/IPO/page_0.html b/benchmark/IPO/page_0.html new file mode 100644 index 0000000000000000000000000000000000000000..546814cdaf8ce6b1e90825aca546da8beb352900 --- /dev/null +++ b/benchmark/IPO/page_0.html @@ -0,0 +1,1028 @@ + + + + + + +International Philosophy Olympiad + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +
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Home

+ +
+ +
+ + By admin, July 8, 2011
+ + +

+
IPO 2026 WAS THE BIGGEST SO FAR
+

+
+
The 34th International Philosophy Olympiad (IPO 2026), hosted in Warsaw,
+
was the largest Olympiad in the history of the competition.
+
A record 57 national delegations participated, with 118 students competing in the essay competition.
+
The scale of the event reflects the growing global interest in philosophy education.
+
Across all participating countries, 55,968 students took part in national competitions and selection processes, from which each delegation selected up to two students to represent their country at the IPO.
+
The Olympiad also brought together 105 philosophy teachers and academics,
+
who served as delegation leaders and essay evaluators,
+
ensuring a rigorous and internationally collaborative assessment process.
+
+
+
The participating delegations were:
+
Argentina, Armenia, Austria, Azerbaijan, Bangladesh, Belgium, Bosnia and Herzegovina, Brazil, Bulgaria, Canada, China, Colombia, Costa Rica, Croatia, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, India, Israel, Italy, Japan, Kazakhstan, Latvia, Liechtenstein, Lithuania, Luxembourg, North Macedonia, Malaysia, Mexico, Montenegro, Netherlands, Norway, Palestine, Peru, Poland, Portugal, Romania, Serbia, Singapore, Slovakia, Slovenia, South Korea, Spain, Sweden, Switzerland, Thailand, Türkiye, United Arab Emirates, Ukraine, United Kingdom, United States of America, and Vietnam.
+

 

+

XXXIV International Philosophy Olympiad

+

WARSAW, POLAND (May 14-17, 2026)

+

https://ipo2026.uw.edu.pl

+

+

 

+

Gold Medal

+

• Luis Emanuel Gómez Guzmán — Mexico (essay)

+

• Simeon Kardzhiev — Bulgaria (essay)

+

• Abhineshwari Narayanan — Singapore (essay)

+

Silver Medal

+

• Elliot Belmadani — Germany (essay)

+

• Ivan Stoilov — Bulgaria (essay)

+

• Afonso Tavares — Portugal (essay)

+

• Isabella Giuseppina Tuzzeo — Italy (essay)

+

• Amber Yap — United Kingdom (essay)

+

Bronze Medal

+

• Lucía Bortolus Rus — Argentina (essay)

+

• Sarthak Kamalkishor Dhole — India (essay)

+

• Jiyu Kim — USA (essay)

+

• Rapolas Kukė — Lithuania (essay)

+

• Vasco Leal — Portugal (essay)

+

• Marta Marcinkiewicz — Poland (essay)

+

• Catalina Miranda Miralles — Mexico (essay)

+

• Parima Ua-arak — Thailand (essay)

+

Honourable Mention

+

• Jin-Woo Ahn — South Korea

+

• Praneeth Annapureddy — USA

+

• Luka Azinovic — Croatia

+

• Isabel Barona Velásquez — Colombia

+

• Andrea Bernáldez González-Rojas — Spain

+

• Mathis Berthomieu — France

+

• Uygar Denizel — Turkey

+

• Réka Ferdinandy — Hungary

+

• Mathis Grémy — France• Abyan Rizq Abdul Halim — Malaysia

+

• Danilo Janković — Montenegro

+

• Klara Kaczmarek — Poland

+

• Raman Omed Kader — Norway

+

• Yuna Kamewada — Japan

+

• Eunseo Kim — South Korea

+

• Hajin Eden Kim — Israel

+

• Matus Kovacic — Slovakia

+

• Franciszek Jan Kreczmański — Poland

+

• Zhouchen Liu — China

+

• David Mayr — Austria

+

• Jiali Ni — China

+

• Sławomir Ostrowski — Poland

+

• Jakub Piechaczek — Poland

+

• Teele Piibemann — Estonia

+

• Isidora Popović — Slovenia

+

• Dario Postolovski — North Macedonia

+

• Martin Riihimäki — Finland

+

• Meghna Senthilkumar — UAE

+

• Yevgeniya Shatokhina — Kazakhstan

+

• Louie Skougaard — Denmark

+

• Nina Sławek — Poland

+

• Hermanni Somersalmi — Finland

+

• Saulė Staškevičiūtė — Lithuania

+

• Alex Ström — Sweden

+

• Eva Švarcová — Czech Republic

+

• Áron Szarka — Hungary

+

• Iva Tomić — Serbia

+

• Lavinia-Elena Vasiluță — Romania

+

• Tymoteusz Wienke — Poland

+

• Michał Piotr Wojewnik — Poland

+

• Ayaan Wolvén — Sweden

+

• Hanson Yuan — Canada

+

• Saken Zangar — Kazakhstan

+

• Pyrros Ziogas — Greece

+

• Mario Rodríguez Bonnet — Spain

+

IPO 2026 topics for the essays in pdf in all languages

+

 

+

XXXIII International Philosophy Olympiad

+

15-18 May 2025, Bari, Italy

+

https://ipo2025.sfi.it/

+

 

+

Gold

+
    +
  • Tae Yoon Song (South Korea)
    +Essay
  • +
  • Csanád Pozsgai (Hungary)
    +Essay
  • +
+

Silver

+
    +
  • Noémie Turquin (Luxembourg)
    +Essay
  • +
  • Eva Švarcová (Czech Republic)
    +Essay
  • +
  • Filipa Lüthy (Switzerland)
    +Essay
  • +
  • Gustė Antanaitytė (Lithuania)
    +Essay
  • +
+

Bronze Medalists:

+
    +
  • Viljami Viinamäki (Luxembourg)
    +Essay
  • +
  • Valentina Lucia Nilles (Argentina)
    +Essay
  • +
  • Valentín Nieva (Argentina)
    +Essay
  • +
  • Simone Gandini (Italy)
    +Essay
  • +
  • Marit De Muer (Belgium)
    +Essay
  • +
  • Abyan Rizq Bin Abdul Halim (Malaysia)
    +Essay
  • +
+

HONORABLE MENTIONS

+
  • Mira Antonia Ivanova (Austria)
  • +
  • Roan De Ryker (Belgium)
  • +
  • Mateus Sperandio Mendonça (Brazil)
  • +
  • João Otávio Peri (Brazil)
  • +
  • Ventsislav Velev (Bulgaria)
  • +
  • Jiang Yanwei (China)
  • +
  • Melissa Afanador González (Colombia)
  • +
  • Sofia Pereira-Fernández (Costa Rica)
  • +
  • Christian Emil Otzen Kruse (Denmark)
  • +
  • Aleksander Nikitin (Estonia)
  • +
  • Timofey Goshka (Estonia)
  • +
  • Laurène Marie Isabelle Maury van Goch (France)
  • +
  • Karla Köwing (Germany)
  • +
  • Marie-Madeleine Amiras (Germany)
  • +
  • Panagiotis Maximos Belos (Greece)
  • +
  • Eirini Skandalaki (Greece)
  • +
  • Arho Öövel (Hungary)
  • +
  • Gauri Gupta (India)
  • +
  • Emily D’Aloja (Italy)
  • +
  • Mattia Vicario (Italy)
  • +
  • Francesco Marsella (Italy)
  • +
  • Massimiliano Ceolin (Italy)
  • +
  • Riccardo Scarperi (Italy)
  • +
  • Santiago Gaitán Zapata (Italy)
  • +
  • Gaia Maria Plutino (Italy)
  • +
  • Luigi Zurlo (Italy)
  • +
  • Shoei Suzuki (Japan)
  • +
  • Jin Yoon Je (Korea)
  • +
  • Sofija Jansone (Latvia)
  • +
  • Leonhard Jakob Hasler (Liechtenstein)
  • +
  • Sean Schoen Thew (Malaysia)
  • +
  • Aldijan Bahovic (Montenegro)
  • +
  • Danilo Jankovic (Montenegro)
  • +
  • Olivier Kok (Netherlands)
  • +
  • Aukse Lekaviciute (Norway)
  • +
  • Elias Wood Hegdal (Norway)
  • +
  • Mira Musa Alrefaya (Palestine)
  • +
  • Piotr Mateusz Krzanowski (Poland)
  • +
  • Michal Piotr Wojewnik (Poland)
  • +
  • Vasco Lopes de Carvalho Leal (Portugal)
  • +
  • Pedro Silva Reis (Portugal)
  • +
  • Matei-David Serban (Romania)
  • +
  • Kalina Pavlović (Serbia)
  • +
  • Samuel Peterec (Slovakia)
  • +
  • Miroslava Baricova (Slovakia)
  • +
  • Manca Kosir (Slovenia)
  • +
  • Diego Sánchez Carro (Spain)
  • +
  • Ali Ahmed Ali Turki (Sweden)
  • +
  • Alex Ström (Sweden)
  • +
  • Pakawat Poldetch (Thailand)
  • +
  • Cemil Türk (Turkey)
  • +
  • Volodymyr Protsyshyn (Ukraine)
  • +
  • Leonard Dushenkov Glozman (USA)
  • +
  • Pham Bui Gia Khanh (Vietnam)
  • +

     

    +

     

    +


    +

    +

     

    +

    XXXII International Philosophy Olympiad

    +

    16-19 May 2024, Helsinki, Finland

    +

    https://ipo2024.org/

    +

    GOLD

    +

    Jesko Veenema, GERMANY
    +Xu Ziyang, CHINA

    +

    SILVER

    +

    Bernardo Guimarães Ferreira, BRAZIL
    +Thew Sean Schoen, MALAYSIA
    +Ventsislav Deyanov Velev, BULGARIA

    +

    BRONZE

    +

    Eetu Nikula, FINLAND
    +Harshit Gupta, UNITED ARAB EMIRATES
    +Nutchayathoch Jeinthanuttkanont ,THAILAND
    +Otto Kapanen, FINLAND
    +Paweł Szlachciński, POLAND

    +

    HONORARY MENTION

    +

    Aklan Larion, HUNGARY
    +Akseli Pöllänen, FINLAND
    +Alexandra González Bermúdez, COSTA RICA
    +Aslan Kamadan, FINLAND
    +Ayesha Malik, INDIA
    +Danilo Janković, MONTENEGRO
    +Dominyka Mauliūtė, LITHUANIA
    +Edoardo Grandicelli, ITALY
    +Eeshan Sharma, UNITED ARAB EMIRATES
    +Elias Mäkelä, FINLAND
    +Faris Rastoder, BOSNIA AND HERZEGOVINA
    +Gabriella Vida Troen, ISRAEL
    +Georgios Kagiampakis, GREECE
    +Hannibal Hilden Otte, DENMARK
    +Hermanni Somersalmi, FINLAND
    +Ilai Norani, ISRAEL
    +Inka Poikolainen, FINLAND
    +Isabella Malou Holmgren, DENMARK
    +Katherina Strutzenberger, AUSTRIA
    +Lana Fontana, CROATIA
    +Laura Stevens, FRANCE
    +Leonhard Hasler, LIECHTENSTEIN
    +Matej Kasaić, CROATIA
    +Mats Jung, LUXEMBOURG
    +Menno Blommers, NETHERLANDS
    +Miroslava Baricová, SLOVAKIA
    +Nguyen Doan Duc Vinh, VIETNAM
    +Onni Ojajärvi, FINLAND
    +Otto Birkoff, SWEDEN
    +Petróczi Kíra Anna, HUNGARY
    +Sarthak Kamalkishor Dhole, INDIA
    +Sehwan Park, REPUBLIC OF KOREA
    +Seungwon Spencer Park, REPUBLIC OF KOREA
    +Siravit Sriboonjareanchai, THAILAND
    +Violeta Albinarrate, ARGENTINA
    +Xia Yujia CHINA
    +Yelyzaveta Khodieieva UKRAINE

    +

     

    +

    TOPICS

    +

    ENGLISH

    +
      +
    1. At times the truth shines so brilliantly that we perceive it as clear as day. Matter and habit then draw a veil over our perception, and we return to a darkness almost as dense as before. We are like those who, though beholding frequent flashes of lightning, still find themselves in the thickest darkness of the night.
    2. +
    +

    Moses Maimonides, The Guide for the Perplexed (ca. 1190 AD), transl. M. Friedländer [slightly revised].
    +New York: Dover, 1956, p. 3.

    +

    +
      +
    1. Once war has been declared for just causes, the prince should press his campaign not for the destruction of his opponents, but for the pursuit of the right for which he fights and the defence of his homeland, so that by fighting he may eventually establish peace and security.
    2. +
    +

    Francisco de Vitoria, “On the Law of War” (1539),  in Id. Political Writings, ed. A. Pagden & J. Lawrance.  Cambridge: Cambridge UP, 1991, p. 327.

    +

    +
      +
    1. What is the status of citizenship today, in a world of increasingly deterritorialized politics? How is citizenship being reconfigured under contemporary conditions? How has the fraying of the four functions of the state – territoriality, administrative control, democratic legitimacy, and cultural identity – affected the theory and practice of citizenship?
    2. +
    +

    Seyla Benhabib, The Rights of Others. Aliens, Residents, and Citizens,  Cambridge: Cambridge UP, 2004, p. 144.

    +

    +
      +
    1. Artificial intelligence is not an objective, universal, or neutral computational technique that makes determinations without human direction. Its systems are embedded in social, political, cultural, and economic worlds, shaped by humans, institutions, and imperatives that determine what they do and how they do it. They are designed to discriminate, to amplify hierarchies, and to encode narrow classifications. When applied in social contexts such as policing, the court system, health care, and education, they can reproduce, optimize, and amplify existing structural inequalities. This is no accident: AI systems are built to see and intervene in the world in ways that primarily benefit the states, institutions, and corporations that they serve.
    2. +
    +

    Kate Crawford, The Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence (2021).
    +Yale: Yale UP, 2021, p. 211.

    +


    +

    +

    +

     

    +

    ESPAÑOL

    +
      +
    1. A veces, la verdad brilla hasta imaginárnosla tan clara como el día, pero otras la oscurecen la materia y la rutina hasta sumirnos en una noche lóbrega, como anteriormente estábamos, semejantes a quien, sumergido en tétrica noche, ve fulgurar relámpago tras relámpago.
    2. +
    +

    Maimónides (Mosé ben Maimon), Guía de perplejos (ca. 1190),  ed. D. G. Maeso. Madrid: Trotta, 2015, p. 56.

    +

    +
      +
    1. Una vez declarada la guerra en virtud de justas causas, debe procederse en ella, no para ruina y perdición de la nación a quien se hace, sino para la consecución de su derecho y para defensa de la patria y para que por dicha guerra se llegue a conseguir la paz y la seguridad.
    2. +
    +

    Francisco de Vitoria, “Relección segunda de los indios o del derecho de guerra” (1539),  in Id. Relecciones sobre los indios y el derecho de Guerra,  trad. de A. D. Pirotto [ligeramente modificada].  Madrid: Espasa Calpe, 1946, p. 146.

    +

    +
      +
    1. ¿Cuál es la condición de la ciudadanía hoy, en un mundo de una política crecientemente desterritorializada? ¿Cómo se está reconfigurando la ciudadanía según las condiciones contemporáneas? ¿Cómo ha afectado a la teoría y la práctica de la ciudadanía el deshilachado de las cuatro funciones del Estado: territorialidad, control administrativo, legitimidad democrática e identidad cultural?
    2. +
    +

    Seyla Benhabib, Los derechos de los otros.

    +

    Extranjeros, residentes y ciudadanos (2004),  trad. por G. Zadunaisky.
    +Barcelona: Gedisa, 2005, p. 107.

    +

     

    +
      +
    1. La Inteligencia Artificial no es una técnica computacional neutral que tome determinaciones sin una dirección humana. Sus sistemas están integrados en mundos sociales, políticos, culturales y económicos, delineados por humanos, instituciones e imperativos que determinan lo que hacen y cómo lo hacen. Están diseñados para discriminar, ampliar jerarquías y codificar clasificaciones estrechas. Cuando son aplicadas en contextos sociales como la vigilancia policial, el sistema judicial, la salud y la educación, pueden reproducir, optimizar y amplificar las desigualdades estructurales existentes. Esto no es casual. Los sistemas de IA están construidos para ver e intervenir en el mundo de maneras que benefician principalmente a los Estados, las instituciones y las corporaciones a los que sirven.
    2. +
    +

    Kate Crawford, Atlas de Inteligencia Artificial.

    +

    Poder, política y costos planetarios (2021),
    +trad. esp. por F. Díaz Klassen.
    +Buenos Aires: Fondo de Cultura Económica Argentina, 2023, 319.

    +

    +


    +

    +

    +

    +

    FRANÇAIS

    +
      +
    1. La vérité tantôt nous apparaît de manière à nous sembler claire comme le jour, tantôt elle est cachée par les choses matérielles et usuelles, de sorte que nous retombons dans une nuit profonde à peu près comme nous étions auparavant, et nous sommes alors comme l’homme qui, se trouvant dans une nuit profondément obscure, y voit parfois briller un éclair.
    2. +
    +

    Moïse Maïmonide, Le Guide des égarés (env. 1190), traduit de l’arabe par S. Munk, revue par Ch. Mopsik.

    +

    Lagrasse : Verdier, 1979, p. 12-13.

    +

    +
      +
    1. Lorsque l’on fait la guerre pour de justes raisons, il faut la faire non pour la perte de la nation contre laquelle on doit combattre, mais pour la poursuite de son droit, la défense de sa patrie et pour obtenir qu’un jour la paix et la sécurité soient le résultat de cette guerre.
    2. +
    +

    Francisco de Vitoria, “Leçon sur le Droit de guerre” (1539),  in Id. Leçons sur les Indiens et sur le droit de guerre,  éd. M. Barbier [légèrement modifiée].  Genève : Droz, 1966, p. 83.

    +

    +
      +
    1. Quel statut revient à la citoyenneté aujourd’hui, dans un monde où la politique ne cesse pas de se déterritorialiser ? Comment la citoyenneté de reconfigure-t-elle dans les conditions contemporaines ? Comment l’effilochement des quatre fonctions de l’État – la territorialité, le contrôle administratif, la légitimité démocratique et l’identité culturelle – a-t-il affecté la théorie et la pratique de la citoyenneté ?
    2. +
    +

    Seyla Benhabib, Les Droits des autres.  Étrangers, résidents et citayens (2004).
    +Traduction originelle.

    +

     

    +
      +
    1. L’intelligence artificielle n’est pas une technique computationnelle objective, universelle ou neutre, qui prend des décisions sans orientation humaine. Ses systèmes sont inscrits dans le monde social, politique, culturel et économique, façonnés par des humains, des institutions et des impératifs qui déterminent ce qu’ils font et comment ils le font. Ils sont conçus pour trier, pour amplifier les hiérarchies, et pour encoder des classifications étroites. Quand ils sont appliqués à des contextes sociaux comme la police, la justice, les soins de santé et l’éducation, ils peuvent reproduire, amplifier et aggraver les inégalités structurelles existantes. Ce n’est pas un hasard : les systèmes d’IA sont construits pour voir et intervenir dans le monde d’une manière qui avantage surtout les États, les institutions et les entreprises qu’ils servent.
    2. +
    +

    Kate Crawford, Contre-atlas de l’intelligence artificielle :  les coûts politiques, sociaux et environnementaux de l’IA (2021),  traduit de l’anglais par L. Bury. Paris : Zulma, 2023, p. 245.

    +

     

    +

    DEUTSCH

    +
      +
    1. Vielmehr leuchtet uns nur manchmal die Wahrheit hervor, so daß wir meinen, es ist Tag; dann aber entziehen Materie und Lebensweise sie wieder unseren Blicken, so daß wir wieder in finsterer Nacht sind, fast wie zuvor. Wir gleichen dann einem, dem dann und wann ein Blitz aufleuchtet, während er in dichter, nächtlicher Finsternis weilt.
    2. +
    +

    Moses Maimonides, Führer der Unschlüssigen (ca. 1190), übersetzt von A. Weiss, mit neuer Einleitung von J. Maier.
    +Hamburg: Meiner, 1972, p. 7.

    +

    +
      +
    1. Sobald der Krieg aus gerechten Gründen erklärt wurde, sollte der Fürst seinen Feldzug nicht auf die Vernichtung seiner Gegner ausrichten, sondern auf die Verfolgung des Rechts, für das er kämpft, und auf die Verteidigung seines Heimatlandes, sodass er durch den Kampf bei gutem Ausgang Frieden und Sicherheit herstellen kann.
    2. +
    +

    Francisco de Vitoria, „Über das Kriegsrecht“ (1539),

    +

    in Id. Vorlesungen II. Völkerrecht, Politik, Kirche = Relectiones.
    +Stuttgart/Berlin/Köln: Kohlhammer, 1997, p. 542-605. Originalübersetzung.

    +

    +
      +
    1. Welchen Status hat die Staatsbürgerschaft heute, in einer Welt, in der die Politik sich zunehmend von territorialen Bindungen löst? Wie wird die Staatsbürgerschaft unter den heutigen Bedingungen neugestaltet? Wie hat sich die Ausdifferenzierung der vier Funktionen des Staates – Gebietshoheit, Verwaltungskontrolle, demokratische Legitimität und kulturelle Identität – auf die Theorie und Praxis der Staatsbürgerschaft ausgewirkt?
    2. +
    +

    Seyla Benhabib, Die Rechte der Anderen.

    +

    Ausländer, Migranten, Bürger (2004),
    +Frankfurt a. M.: Suhrkamp, 2017. Originalübersetzung.

    +

     

    +
      +
    1. Künstliche Intelligenz ist keine objektive, universelle oder neutrale Computertechnik, die ohne menschliche Führung Bestimmungen vornimmt. Ihre Systeme sind in soziale, politische, kulturelle und wirtschaftliche Welten eingebettet, und von Menschen, Institutionen und Geboten geprägt, die bestimmen, was sie tun und wie sie es tun. Sie sind darauf ausgelegt, zu diskriminieren, Hierarchien auszuweiten und enge Klassifizierungen festzuschreiben. Wenn sie in sozialen Kontexten wie der Polizei, dem Gerichtswesen, der Gesundheitsversorgung und dem Bildungswesen angewandt werden, können sie bestehende strukturelle Ungleichheiten reproduzieren, optimieren und vergrößern. Das ist kein Zufall: KI-Systeme sind gemacht, um in der Welt Informationen zu sammeln und zu intervenieren auf eine Art und Weise, die vor allem den Staaten, den Institutionen und den Unternehmen zugutekommt, denen sie dienen.
    2. +
    +

    Kate Crawford, Atlas der KI.
    +Die materielle Wahrheit hinter den neuen Datenimperien
    (2021).

    +

    München: C.H. Beck, ersch. Aug 2024. Originalübersetzung.

    +

     

    +

     

    +


    +

    +

    XXXI International Philosophy Olympiad

    +

    11-14 May 2023, Olympia, Greece

    +

    www.ipo2023.org

    +

    Gold medalists

    +

    Dimitrije Golubovic, Serbia

    +

    Pietari Kaaro, Finland

    +

    Silver medalists

    +

    Marta Drelichowska, Poland

    +

    Kenza Oughlane, Netherlands

    +

    Oskar Wienecke, Germany

    +

    Bronze medalists

    +

    Bogdan Danev, Bulgaria

    +

    Judah Kang, Singapore

    +

    Myeongwoo Kang, South Korea

    +

    Fabian Gydelund Møller, Denmark

    +

    Ivan Petrić, Croatia

    +

    Edwin Brattselius Thunfors, Sweden

    +

    Jesko Veenema, Germany

    +

    Inka Poikolainen, Finland

    +

    Honorable mentions

    +

    Mircea Balaș, Romania

    +

    Joseph Beritzki, France

    +

    Ivaylo Hristov, Bulgaria

    +

    Muhsin Emir Karabağ, Turkye

    +

    Dimitrios Karavasilis, Greece

    +

    Olga Kerameos, Greece

    +

    Siim Laane, Estonia

    +

    Yejoon Lee, South Korea

    +

    Matus Lehocky, Brazil

    +

    Fernando Jose Mendez-Castellanos, Costa Rica

    +

    Yanis Müller, Switzerland

    +

    Marie Necsa, Luxembourg

    +

    Bui Gia Khanh Pham, Vietnam

    +

    Ellen Marigold Roper, Estonia

    +

    Alberts Roze, Latvia

    +

    Charles De Belloy De Saint Liénard, USA

    +

    Mia Schwarcz, Austria

    +

    Stavros Soropoulos, Greece

    +

    Genta Takasu, Japan

    +

    Jia Xin Teng, Malaysia

    +

    Teodora Tikveshanska, North Macedonia

    +

    Gabriella Vida Troen, Israel

    +

    Demosthenes Tserikis, Greece

    +

    Róza Mária Zolnai, Hungary

    +

    IPO 2023 Topics.

    +

     

    +

    Topic 1

    +

    We ought not to be ashamed of appreciating the truth and of acquiring it wherever it comes from, even if it comes from peoples distant and nations different from us. For the seeker of truth nothing takes precedence over the truth, and there is no disparagement of the truth, nor belittling either of him who speaks it or of him who conveys it. The status of no one is diminished by the truth; rather does the truth ennoble all.

    +

    Abū Yūsuf Ya‘qūb ibn Ishāq al-Kindī, On First Philosophy (ca. 833-842 AD) in Al-Kindi’s Metaphysics, ed. A. L. Ivry [slightly modified].

    +

    Albany, NY: SUNY Press, 1974, p. 58.

    +

     

    +

    Topic 2

    +

    When you pronounce any action or character to be vicious, you mean nothing, but that from the constitution of your nature you have a feeling or sentiment of blame from the contemplation of it. Vice and virtue, therefore, may be compared to sounds, colours, heat and cold, which, according to modern philosophy, are not qualities in objects, but perceptions in the mind.

    +

    David Hume, A Treatise of Human Nature (1739-1740).

    +

    Oxford: Clarendon Press, 1975, p. 469.

    +

     

    +

    Topic 3

    +

    This body, which at the same time exposes me to my environment and allows me to grasp it, is more myself than it is mine: it betrays me as much as it reveals me. It is only insofar as I am a body endowed with the privilege of feeling and capable of “absolute mediation” that my having is transformed into power, my knowing into being. And conversely, it is through my body that the attention to myself becomes intention directed at the universe.

    +

    Rachel Bespaloff, « Notes sur Gabriel Marcel » (1938), in Id., Cheminements et carrefours, préf. de M. Jutrin. Paris : Vrin, 2004, pp. 87-88. Original translation.

    +

     

    +

    Topic 4

    +

    Having accepted the principle of equality as a sound moral basis for relations with others of our own species, we are also committed to accepting it as a sound moral basis for relations with those outside our own species, the non-human animals.

    +

    Peter Singer, Practical Ethics (1979). Cambridge: CUP, 19932, p. 55.

    +

     

    +

     

    +

    XXX International Philosophy Olympiad

    +

    26-29 May 2022, Lisbon, Portugal

    +

    www.ipo2022.org

    +

     

    +

    TOPICS 2022

    +

    “Although the logos is common, most people live as though they had their own thought.”

    +

    Heraclitus (6th – 5th c. BC), fr. DK B2, in Early Greek Philosophers, ed. A. Laks and G. Most [slightly modified]. Cambridge, MA: HUP, 2016, p. 138.

    +

     

    +

    “To know others is wisdom; to know oneself is acuity. To conquer others is power, to conquer oneself is strength.”

    +

    Laozi (6th c. BC), Daodejing. A Philosophical Translation, ch.33, ed. by Roger Ames and David L. Hall. New York: Ballantine Books, 2003

    +

     

    +

    “Strictly speaking, however, perfection does not gain by beauty, nor does beauty gain by perfection.”

    +

    I. Kant (1790), Critique of the Power of Judgment, § 16 [AA5: 231], trans. P. Guyer and E. Matthews. Cambridge: CUP, 2000, p. 115.

    +

     

    +

    “Many people today would agree that there is no such thing as collective guilt or, for that matter, collective innocence, and that if there were, no one person could ever be guilty or innocent. This, of course, is not to deny that there is such a thing as political responsibility which, however, exists quite apart from what the individual member of the group has done and therefore can neither be judged in moral terms nor be brought before a criminal court.”

    +

    Hannah Arendt (1963), Eichmann in Jerusalem. A Report on the Banality of Evil. New York: Viking Press, rev. ed., 1965, p. 298

    +

     

    +

     

    +

     

    +

    XXIX International Philosophy Olympiad

    +

    www.eIPO2021.com

    +

    Slovenia

    +

    May 27th – May 30th, 2021

    +

    TOPICS

    +

    TOPIC 1
    +“A concept is a brick. It can be used to build the courthouse of reason. Or it can be thrown
    +through the window.”

    +

    Brian Massumi, Translator’s Foreword: Pleasures of Philosophy.
    +– In: Gilles Deleuze & Félix Guattari (1987), A Thousand Plateaus: Capitalism and Schizophrenia. London: Continuum, p. xii.

    +

    TOPIC 2
    +“[The World] could not have come into existence of itself, without the help of some Agent to
    +produce it. And that this Agent needs be such an one as cannot be apprehended by our Senses; for if he should be the Object of Sense, he must be Body, and if Body, then a Part of the World, and consequently a Created Being; such an one as would have stood in need of some other Cause to create him; and if that second Creator was Body, he would depend upon a third, and that third upon a fourth, and so ad infinitum, which is absurd. Therefore the World stands in need of an incorporeal Creator.”

    +

    Abu Bakr Ibn Tufail (c. 1105 – 1185). The History of Hayy Ibn Yaqzan.
    + Translated from the Arabic by Simon Ockley, 1708.
    +New York: Frederick A. Stokes Company Publishers, 1929, p. 101-102.

    +

    TOPIC 3
    +“Given that the soul of a human being is only a thinking substance, how can it affect the bodily spirits, in order to bring about voluntary actions.”

    +

    Letter from Princess Elisabeth to Descartes, May 6/16 1643. – In:
    +The Correspondence between Princess Elisabeth of Bohemia and René Descartes (The Other
    +Voice in Early Modern Europe), Transl. and ed. by Lisa Shapiro,
    +Chicago University Press 2007, p. 62.

    +

    TOPIC 4

    +

    “The ‘technification’ of our being: the fact that to-day it is possible that unknowingly and indirectly, like screws in a machine, we can be used in actions, the effects of which are beyond the horizon of our eyes and imagination, and of which, could we imagine them, we could not approve–this fact has changed the very foundations of our moral existence. Thus, we can become ‘guiltlessly guilty’, a condition which had not existed in the technically less advanced times of our fathers.”

    +

    Burning Conscience: The case of the Hiroshima pilot,
    +Claude Eatherly, told in his letters to Günther Anders.
    +Letter 1: Günther Anders to Claude Eatherly. June 3rd, 1959. Rowohlt Verlag GmbH, 1961.

    +

     

    +

    XXVIII International Philosophy Olympiad

    +

    www.eIPO 2020.org

    +
    Slovenia
    +

    +
    +
    May 28th – May 31st 2020
    +

    TOPICS 2020

    +

    “If the social reality is organized around the cute/dork dichotomy, then there are cute girls and dorky girls, and it would be a mistake not to recognize this. This is important social knowledge. But at the same time it is tempting to say that the cute/dork dichotomy is an illusion. It is socially and morally problematic and because it is reified through a pattern of belief and expectation, it could be undermined by a refusing to have beliefs in its terms. More generally, in cases such as this we seem to be able to generate a contradiction: it is true that p so you should believe p; but believing p makes it true, and it would be better if p weren’t true; so you shouldn’t believe p.”

    +

    Sally Haslanger, ‘“But mom, crop-tops are cute!” Social knowledge, social structure and ideology critique’.

    +

    In: Philosophical Issues 17, 2007, p. 73.

    +

    “Know that philosophy is able to perfect the human soul by bringing it to know the reality of exis-tents according to their proper essences, as well as accurately assessing their existence by way of proofs grasped by the mind; or else accepted by tradition, as befits the majority of human beings.”

    +

    Mulla Sadrā, The Transcendent Philosophy of the Four Journeys of the Intellect, Introduction to the First Journey, 17th century.

    +

    From: David Burrell, ‘Mulla Sadra’s Ontology Revisited’. In: Journal of Islamic Philosophy 6, 2010, p. 54.

    +

    “It will be necessary to…awaken the experience of the world such as it appears to us insofar as we are in the world through our bodies, and insofar as we perceive the world with our bodies. But by re-establishing contact with the body and with the world in this way, we will also rediscover our-selves.”

    +

    Maurice Merleau-Ponty, Phenomenology of Perception, 1945/2014, p. 213. Translated by Donald A. Landes.

    +

    “We have to entertain the possibility that there is no reason for something existing; or that the split between subject and object is only our name for something equally accidental we call knowledge; or, an even more difficult thought, that while there may be some order to the self and the cosmos, to the microcosm and macrocosm, it is an order that is absolutely indifferent to our existence.”

    +

    Eugene Thacker, In the Dust of This Planet: Horror of Philosophy vol. 1, 2011, p. 18.

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

    XXVII International Philosophy Olympiad

    +

    Rome, May 16th-19th 2019

    +


    +

    +

    MEDALS

    +


    +

    +

    GOLD MEDALS

    +
      +
    • Ksenia Korotenko (Russia) – Essay;
    • +
    • Victor Mršić (Croatia) - Essay;
    • +
    +

    SILVER MEDALS

    +
      +
    • Bendik Hovet (Norway) - Essay;
    • +
    • Kenneth Martin (Slovakia) - Essay;
    • +
    • Manya Bansal (India) - Essay;
    • +
    • Yanying Lin (China)
    • +
    +

    BRONZE MEDALS

    +
      +
    • Correia Amaro (Portugal) - Essay;
    • +
    • Marija Brašanak (Serbia) - Essay;
    • +
    • Mehmet Tüfek (Turkey) - Essay;
    • +
    • Noam Furman (Israel) - Essay;
    • +
    • Rei Yatsuhashi (Japan) - Essay;
    • +
    • Tomaž Žgeč (Slovenia) - Essay;
    • +
    • Tuomas Ansio (Finland) - Essay;
    • +
    +


    +

    +

    TOPICS

    +

    I.

    +

    « Polos : Toi, tu préférerais donc subir l’injustice plutôt que la commettre ?

    +

    Socrate : à vrai dire, je n’aimerais ni l’un ni l’autre ; mais s’il était nécessaire que je choisisse entre subir une injustice ou la commettre, je préférerais la subir. »

    +

    Platon, Gorgias [469 b-c], Notes et commentaires de Jacqueline Laffitte, traduction de Jean-Paul Laffitte. Paris : Nathan, 2003.

    +

    +

    +

    “Polus: So you’d rather want to suffer what’s unjust than do it?

    +

    Socrates: For my part, I wouldn’t want either, but if it had to be one or the other, I would choose suffering over doing what’s unjust.”

    +

    Plato, Gorgias [469 b-c], Plato, Complete Works, edited by John M. Cooper, associate editor D. S. Hutchinson. Indianapolis: Hackett Publishing Company, 1997.

    +

    +

    +

    Polos: Du also wolltest Unrecht leiden lieber als Unrecht tun?

    +

    Sokrates: Ich wollte wohl keines von beiden; müsste ich aber eines von beiden, Unrecht tun oder Unrecht leiden, so würde ich vorziehen, lieber Unrecht zu leiden als Unrecht zu tun.

    +

    Platon, Gorgias [469 b-c], Platon, Des Sokrates Apologie – Kriton – Euthydemos – Menexenos – Gorgias – Menon. Bearbeitet von Heinz Hofmann. Griechischer Text von Alfred Croiset, Louis Bodin, Maurice Croiset & Louis Meridier. Deutsche Übersetzung von Friedrich Schleiermacher. (Griechisch und Deutsch.) Darmstadt: Wissenschaftliche Buchgesellschaft, 1973.

    +

    +

    +

    “Polo: Luego, tú preferirías padecer una injusticia que padecerla?

    +

    Sócrates: Yo no querría ni lo uno ni lo otro; pero si fuese obligatorio padecer una injusticia o cometerla, preferiría en mucho padecerla que cometerla.”

    +

    Platón, Gorgias [469 b-c], Platón, Gorgias. Presentación y traducción directa del griego de Gastón Gomes Lasa. Santiago: Editorial Andrés Bello, 1982.

    +

    II.

    +

    “He who in action sees inaction and action in inaction— he is wise among men, he is a yogin, and he has accomplished all his work. He whose undertakings are all free from the will of desire, whose works are burned up in the fire of wisdom— him the wise call a man of learning. Having abandoned attachment to the fruit of works, ever content, without any kind of dependence, he does nothing though he is ever engaged in work.”

    +

    Bhagavad-Gita [4.18-20], in S. Radhakrishnan & Charles A. More, A Sourcebook in Indian Philosophy, Princeton (NJ): Princeton University Press, 1957, p. 117.

    +

    „Wer Handeln im Nichthandeln sieht und Nichthandeln im Handeln, ist weise unter den Menschen; er ist ein Yogi und führt alle Handlungen aus.

    +

    Den Menschen, dessen Unternehmungen frei von Wünschen und Absichten sind und dessen Handlungen im Feuer der Erkenntnis verbrannt worden sind – ihn nennen die Wissenden einen Weisen.“

    +

    Er hat die Verhaftung an die Früchte der Handlung aufgegeben, ist stets zufrieden und von nichts abhängig und tut nichts, obwohl er tätig ist.“

    +

    Bhagavad-Gita [4.18-20], anon. übersetztung von vedanta-yoga.de

    +

    « Celui qui voit l’inaction dans l’action, et l’action dans l’inaction, est sage parmi les hommes. C’est un yogi, il a tout accompli.

    +

    Celui dont les actions sont désintéressées et affranchies des désirs et dont les travaux ont été consumés par le feu de la sagesse, le sage l’appelle un homme avisé.

    +

    Celui qui a abandonne l’attachement aux fruits du travail, et se satisfait toujours et échappe à toute dépendance, il ne fait rien même s’il est toujours à l’œuvre. »

    +

    +

    Bhagavad-Gita [4.18-20], traduit en français par Luca M. Scarantino.

    +

    “Aquél que ve la inacción en la acción y la acción en la inacción, es sabio entre los hombres. Es un yogi, todo lo ha realizado.

    +

    Aquél cuyas acciones son desinteresadas y libres de los deseos y cuyas obras ha devorado el fuego de la sabiduría, a él el sabio le llama hombre ilustrado.

    +

    Aquél que desecha el apegue a los frutos del trabajo, siempre satisfecho, libre de toda dependencia, él no hace nada aunque constantemente actúe.”

    +

    Bhagavad-Gita [4.18-20], traducido al español por Luca M. Scarantino.

    +

    III.

    +

    „Der Maler, der einfach aus Übung und Urteil seines Auges Abbildungen macht, ist wie ein Spiegel, der alle Gegenstände, die ihm gegenüber plaziert wurden, in sich abbildet, ohne sie zu erkennen.“

    +

    Leonardo da Vinci, Codex Atl.

    +

    « Le peintre qui dépeint simplement par la pratique et le jugement de son œil est tel un miroir, qui imite en lui toutes les choses qui sont placées en face de lui, sans les connaître. »

    +

    Léonard de Vinci, Codex Atl.

    +

    “El pintor que pinta por práctica y juicio del ojo, sin razón, es como el espejo, que imita en sí todas las cosas opuestas a sí mismo, sin tener cognición de ellas.”

    +

    Leonardo da Vinci, Codex Atl.

    +

    “The painter who depicts merely by practice and judgment of the eye, without reason, is like a mirror, that imitates on itself all things in front of it, without knowing them.”

    +

    Leonardo da Vinci, Codex Atl.

    +

    IV.

    +

    “All readings are also mis-readings, re-readings, partial readings, imposed readings, and imagined readings of a text that is originally and finally never simply there. Just as the world is originally fallen apart, the text is always already enmeshed in contending practices and hopes.”

    +

    Donna J. Haraway, Simians, Cyborgs, and Women: The Reinvention of Nature. New York (NY), Routledge, 1991, p. 123-124.

    +

    „Jede Lektüre ist auch ein eine Fehl-Interpretation, eine erneute Interpretation, eine Teil-Interpretation, eine aufgezwungene Interpretation und eine eingebildete Interpretation eines Textes, welcher ursprünglich und endgültig niemals einfach da ist. Gerade so wie die Welt ursprünglich auseinandergefallen ist, so ist auch der Text immer schon in Praktiken und Hoffnungen verstrickt, die widersprüchliche Ansprüche an ihn stellen.“

    +

    Donna J. Haraway, Simians, Cyborgs, and Women: The Reinvention of Nature. New York (NY), Routledge, 1991, p. 123-124, übersetzt von Gerhard Seel.

    +

    “Todas lecturas también son asimismo lecturas erróneas, relecturas, lecturas parciales, lecturas impuestas y lecturas imaginarias de un texto que no está simplemente ahí, ni en su origen ni en su finalidad. Así como el mundo se desmorona desde su origen, el texto se encuentra siempre inmerso en prácticas y esperanzas enfrentadas.”

    +

    Donna J. Haraway, Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Prólogo a la edición española de Jorge Arditi, Fernando García Selgas y Jackie Orr. Traducción de Manuel Talens. Madrid: Ediciones Cátedra, 1995, p. 209.

    +

    « Toutes lectures sont également des mélectures, des relectures, des lectures partielles, imposées, imaginaires d’un texte qui n’est jamais simplement là, ni au commencement ni à la fin. Tout comme le monde s’effondre dès son origine, de même le texte est toujours déjà attrapé dans des pratiques et des espoirs contradictoires. »

    +

    Donna J. Haraway, Simians, Cyborgs, and Women: The Reinvention of Nature. New York (NY), Routledge, 1991, p. 123-124, traduit en français par Luca M. Scarantino

    +


    +

    +

    http://ipo2019.sfi.it

    +

    +

     

    +

    The 26th International Philosophy Olympiad

    +

    Bar, Montenegro, 2018

    +

    +
    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

    Gold:

    +
      +
    • Radka Pallová (Czech Republic) - Essay
    • +
    • Amanda Häkkinen (Finland) - Essay
    • +
    • Michal Karlubik (Slovakia) - Essay
    • +
    +

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

    Selver:

    +
      +
    • Yastika Guru (India) - Essay
    • +
    • Freja Værnskjold Dzougov (Denmark) - Essay
    • +
    • Alvaro Lopes (Portugal) - Essay
    • +
    +

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

    Bronze:

    +
      +
    • Martina Fridl (Slovenia) - Essay
    • +
    • Yoshiyuki ISHIKAWA (Japan) - Essay
    • +
    • Sagnik Anupam (India) - Essay
    • +
    • Mihail Larkov (Russia) - Essay
    • +
    • Daantje de Leur (Netherlands) - Essay
    • +
    +

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

     

    +

    Honorable mention

    +
      +
    • Luis Anngel Meza-Chavarría (Costa Rica)
    • +
    • Tobias Heidenreich (Germany)
    • +
    • Monique Murer (Brazil)
    • +
    • Terachet Rojrachsombat (Thailand)
    • +
    • Stefan Capmare (Romania)
    • +
    • Zhengyu Ging (China)
    • +
    • Tzu Kit Chan (Malaysia)
    • +
    • Maria Sara Fraser (Serbia)
    • +
    • Iulia Natalia Mitrache (Romania)
    • +
    • Paulina Kaczyńska (Poland)
    • +
    • Gaeun KIM (Korea, South)
    • +
    • Javier Sanz González (Spain)
    • +
    • Martin Topić (Serbia)
    • +
    • Paul Johannes Kalda (Estonia)
    • +
    • Meggy Michaud (France)
    • +
    • Thomas Valerio (Italy)
    • +
    • Valerija Baždar (Montenegro)
    • +
    +

     

    +

     

    +

    26th INTERNATIONAL PHILOSOPHY OLYMPIAD. BAR 2018

    +

    TOPICS

    +

    1.“Images belong to the rational soul in the manner of perceptions, and whenever it affirms or denies that something is good or bad, it pursues or avoids. Consequently, the soul never thinks without an image.”

    +

    Aristotle, De Anima [III, 7, 431a 14-17], Translated with an Introduction and Commentary by Christopher Shields. Oxford: Clarendon Press, 2016, p. 63.

    +
      +
    • « Quant à l’âme dianoétique, les images remplacent pour elle les sensations, et quand elle affirme ou nie le bon et le mauvais, elle fuit ou poursuit. C’est pourquoi jamais l’âme ne pense sans image ».
    • +
    +

    Aristote, De l’âme [III, 7, 431a 14-17], Traduction nouvelle et notes par J. Tricot. Nouvelle édition. Paris : Vrin, 2003, p. 191.

    +
      +
    • „Der zum Denken fähigen Seele kommen die Vorstellungsgehalte wie Wahrnehmungsgehalte zu; und wenn sie ein Gut oder Übel bejaht oder verneint, dann meidet oder verfolgt sie. Deswegen denkt die Seele niemals ohne Vorstellungsgehalt.“
    • +
    +

    Aristoteles, Über die Seele. De anima: Griechisch-Deutsch [III, 7, 431a 14-17], Übersetzt, mit einer Einleitung und Anmerkungen herausgegeben von Klaus Corcilius. Hamburg: Felix Meiner Verlag, 2017, p. 191.

    +
      +
    • “En vez de sensaciones, el alma discursiva utiliza imágenes. Y cuando afirma o niega (de lo imaginado) que es bueno o malo, huye de ello o lo persigue. He ahí cómo el alma jamás intelige sin el concurso de una imagen.”
    • +
    +

    Aristóteles, Acerca del alma [III, 7, 431a 14-17], Introducción, traducción y notas de Tomás Calvo Martínez. Madrid: Editorial Gredos, 2003, p. 104.

    +

    2. “No man is devoid of a heart sensitive to the sufferings to the others. Such a sensitive heart was possessed by Former Kings and this manifested itself in compassionate government. With such sensitive heart behind compassionate government, it was as easy to rule the Empire as rolling it on your palm.”

    +

    Mencius [2a: 6], A Bilingual Revised edition, Translated by D. C. Lau. Hong Kong: The Chinese University Press, 2003, p. 73.

    +
      +
    • “Todos los hombres tienen un corazón incapaz de soportar los sufrimientos de los otros. Los reyes antiguos tenían el corazón compasivo, por ello practicaban una política igualmente compasiva. Cuando con un corazón compasivo se practica una política igualmente compasiva, el gobierno del mundo es tan fácil como hacer girar algo en la palma de la mano.”
    • +
    +

    “Mencio” [2A: 6], in Confucio, Mencio, Los cuatro libros, prólogo, traducción y notas de Joaquín Pérez Arroyo.

    +

    Madrid: Alfaguara, 1981, p. 179-180.

    +
      +
    • « Tout homme possède un cœur qui ne peut tolérer la souffrance d’autrui. Comme les anciens rois possédaient un cœur qui ne pouvait tolérer la souffrance d’autrui, ils établirent un gouvernement qui ne pouvait tolérer la souffrance d’autrui ; et comme ils mirent en pratique des mesures qui rendaient intolérable la souffrance d’autrui, ils instaurèrent l’ordre dans le monde aussi facilement qu’on fait tourner une boule dans le creux de la main ».
    • +
    +

    “Mengzi” [2a.6], in Philosophes confucianistes, textes traduits, présentés et annotés par Charles Le Blanc et Rémi Mathieu. Paris : Gallimard, 2009, p. 327-328.

    +
    +
    +
      +
    • „Alle Menschen haben den Kardialsinn, der dazu befähigt, nicht hartherzig zu sein gegenüber anderen Menschen. Da die Ahnkönige (ergo) den Kardialsinn hatten, der dazu befähigte, nicht hartherzig gegenüber anderen Menschen zu sein, haben sie halt folglich Regulierungen, die nicht hartherzig waren gegenüber den Menschen, entstehen lassen. Wenn ein Herrscher mit dem Kardialsinn, welcher dazu befähigt, nicht hartherzig zu sein gegenüber anderen Menschen, Regulierungen praktiziert, die nicht hartherzig sind gegenüber den Menschen, dann erlaubt dies ihm, beim Dienstbewusstmachen des Reichs dieses auf der Handfläche kreisen zu lassen.“
    • +
    +

    Menzius [2a.06], in Robert H. Gassmann, Menzius: Eine kritische Rekonstruktion mit kommentierter Neuübersetzung. Band I: Spurensicherung und Übersetzung.. Berlin/Boston: Walter de Gruyter, 2016, p. 276.

    +

    3. “Because a (narrower or wider) universal community widely prevails among the Earth’s peoples, a transgression of rights in one place in the world is felt everywhere […].”

    +

    Immanuel Kant, To Perpetual Peace. A Philosophical Sketch [AK VIII, 360], Translated, with Introduction, by Ted Humphrey. Indianapolis, IN: Hackett, 2003 [1795], p. 18.

    +
      +
    • „Da es nun mit der unter den Völkern der Erde einmal durchgängig überhandgenommenen (engeren oder weiteren) Gemeinschaft so weit gekommen ist, dass die Rechtsverletzung an einem Platz der Erde an allen gefühlt wird […].“
    • +
    +

    Immanuel Kant, Zum ewigen Frieden. Ein philosophischer Entwurf [AK VIII, 360]. Berlin: ELV Verlag, 2014 [1795], p. 36.

    +
      +
    • « Puisque désormais la communauté (plus ou moins restreinte ou large) des peuples de la terre s’est développée au point que la violation du droit en un endroit de la terre est ressentie en tous […] ».
    • +
    +

    Emmanuel Kant, Vers la paix perpétuelle. Un projet philosophique [AK VIII, 360], Introduits, traduits et annotés par Max Marcuzzi. Paris : Vrin, 2007 [1795], p. 35.

    +
      +
    • “Como se ha avanzado tanto en el establecimiento de una comunidad (más o menos estrecha) entre los pueblos de la tierra que la violación del derecho en un punto de la tierra repercute en todos los demás […].”
    • +
    +

    Inmanuel Kant, Hacia la paz perpetua. Un esbozo filosófico [AK VIII, 360], Introducción, traducción y notas de Jacobo Muñoz. Madrid: Biblioteca nueva, 1999 [1795], p. 98.

    +

    4. “A work of art takes place in and as a performance in which listeners or observers abstract the artwork out of the context of the empirical or real world to render it purely aesthetic, an abstractive and active deed that requires them to achieve a state of self- or world-forgetfulness as they enter into the new world of the work of art.”

    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149.

    +
      +
    • “Una obra de arte se produce por medio y en forma de una actuación en la que los oyentes u espectadores abstraen la obra del contexto del mundo empírico o real y la convierten en algo puramente estético, un hecho activo de abstracción por el que deben alcanzar un estado de olvido de sí mismos y del mundo al entrar en el nuevo mundo de la obra de arte.”
    • +
    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149, traducido al español por Luca M. Scarantino.

    +
    +
      +
    • „Ein Kunstwerk entsteht in und als eine Performance, in der die Zuhörer oder Beobachter das Kunstwerk aus dem Kontext der empirischen oder realen Welt abstrahieren, um es rein ästhetisch zu machen, eine abstrakte und aktive Tat, die von ihnen erfordert, einen Zustand des Selbst- oder Weltvergessenheit zu erreichen, wenn sie in die neue Welt des Kunstwerks eintreten.“
    • +
    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149, übersetzt von Regina S. Mentz.

    +
      +
    • « Une œuvre d’art se réalise dans et sous la forme d’une performance dans laquelle qui écoute ou observe extrait l’ouvrage du contexte du monde empirique ou réel pour la rendre purement esthétique, par une démarche d’abstraction active qui exige que l’on atteigne un état d’oubli de soi et du monde au moment où de pénétrer dans le nouveau monde de l’œuvre d’art ».
    • +
    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149, traduit en français par Luca M. Scarantino et Nicole G. Albert.

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    Topics

    + +
    + +
    + + By admin, July 8, 2011
    + + +

    Topics

    +

    2026 (Poland)

    +

    IPO 2026 topics for the essays in pdf in all languages

    +

    TOPIC 1

    +

    The origin of action – its efficient, not its final cause – is choice, and that of choice is desire and reasoning with a view to an end. This is why choice cannot exist either without reason and intellect or without a moral state; for good action and its opposite cannot exist without a combination of intellect and character.

    +

    Aristotle, The Nicomachean Ethics, 1139a30-35, translated by David Ross, London: Oxford University Press, 1925.

    +

    TOPIC 2

    +

    How could there be destruction
    +Without becoming?
    +How could there be death without birth?
    +There is no destruction without becoming.

    +

    Nagarjuna, Mulamadhyamakakarika, The Fundamental Wisdom of the Middle Way. Chapter XXI, 2. Translation and Commentary by Jay L. Garfield. New York Oxford: Oxford University Press, 1995.

    +

    TOPIC 3

    +

    Thinking reed. It is not in space that I must look for my dignity, but in the organization of my thoughts. I shall have no advantage in owning estates. Through space the universe grasps and engulfs me like a pinpoint; through thought I can grasp it.

    +

    Blaise Pascal, 1999. Pensees, § 145. Transl. by Honor Levy. New York: Oxford University Press, p. 36.

    +

    TOPIC 4

    +

    We live in a fantasy world, a world of illusion. The great task in life is to find reality.

    +

    Iris Murdoch, “Life, Reality, Tasks,” The Times, 15 April 1983.

    +

     

    +

    2025 (Italy)

    +

    ENGLISH

    +

    1. It may be confidently asserted that no man chooses evil, because it is evil; he only mistakes it for happiness, the good he seeks. And the desire of rectifying these mistakes, is the noble ambition of an enlightened understanding, the impulse of feelings that Philosophy invigorates.

    +

    Mary Wollstonecraft, A Vindication of the Rights of Men, in a letter to the Right Honourable Edmund Burke, Occasioned by His Reflections on the Revolution in France, Printed for J. Johnson, 1790, page 136.

    +

    2. Since authority always demands obedience; it is commonly mistaken for some form of power or violence. Yet authority precludes the use of external means of coercion; where force is used, authority has failed. Authority, on the other hand, is incompatible with persuasion, which presupposes equality and works through a process of argumentation. Where arguments are used, authority is left in abeyance. Against the egalitarian order of persuasion stands the authoritarian order, which is always hierarchical. If authority is to be defined at all, then, it must be in contradistinction to both coercion by force and persuasion through arguments.

    +

    Hannah Arendt, What is authority? Between Past and Future. Penguin Books ([1954] 2006, pages 92–93.

    +

    3. Thus to speak a language is to commit ourselves to the double indeterminacy due to our reliance both on its formalism and on our own continued reconsideration of this formalism in its bearing on experience. For just as, owing to the ultimately tacit character of all our knowledge, we remain ever unable to say all that we know, so also, in view of the tacit character of meaning, we can never quite know what is implied in what we say.

    +

    Michael Polanyi, Personal Knowledge. Towards a Post-Critical Philosophy, The University of Chicago Press ([1958] 2015), page 95.

    +

    4. The image gives, by itself, almost no intelligibility. The image must be explained; and the explanation given about it on television is insufficient. If in the future there were television that explained better (much better), then the discourse on a positive integration between homo sapiens and homo videns could be resumed. But for the moment, it is true that there is no integration, but subtraction and that, therefore, the act of seeing is atrophying the ability to understand.

    +

    Giovanni Sartori, Homo videns. La sociedad teledirigida [Homo videns. The remote-controlled society]. Taurus, ([1997] 2008), page 53, (Original Translation).

    +

    ESPAÑOL

    +

    1. Se puede afirmar con seguridad que nadie elige el mal por serlo; solo lo confunde con la felicidad, el bien que busca. Y el deseo de rectificar estos errores es la noble ambición de un entendimiento ilustrado, el impulso de los sentimientos que la Filosofía vigoriza.

    +

    Mary Wollstonecraft, A Vindication of the Rights of Men, in a letter to the Right Honourable Edmund Burke, Occasioned by His Reflections on the Revolution in France, [Vindicación de los Derechos del Hombre, en una carta al Muy Honorable Edmund Burke, Ocasionada por Sus Reflexiones sobre la Revolución en Francia], Impreso para J. Johnson, 1790, página. 136. (Traducción original).

    +

    2. La autoridad siempre demanda obediencia y por este motivo es corriente que se la confunda con cierta forma de poder o de violencia. No obstante, excluye el uso de medios externos de coacción: se usa la fuerza cuando la autoridad fracasa. Por otra parte, autoridad y persuasión son incompatibles, porque la segunda presupone la igualdad y opera a través de un proceso de argumentación. Cuando se utilizan los argumentos, la autoridad permanece en situación latente. Ante el orden igualitario de la persuasión se alza el orden autoritario, que siempre es jerárquico.

    +

    Hannah Arendt, Entre el pasado y el futuro. Ocho ejercicios sobre la reflexión política [Between Past and Future], traducido por Ana Luisa Poljak Zorzut, Buenos Aires: Editorial Ariel, 2016 [1954], página 147.

    +

    3. Por lo tanto, hablar un idioma implica comprometernos con la doble indeterminación que se deriva de nuestra confianza tanto en su formalismo como en nuestra continua reconsideración de este formalismo en su relación con la experiencia. Pues, así como, debido al carácter tácito de todo nuestro conocimiento, siempre somos incapaces de decir todo lo que sabemos, también, dado el carácter tácito del significado, nunca podemos saber con exactitud qué implica lo que decimos.

    +

    Michael Polanyi, Personal Knowledge. Towards a Post-Critical Philosophy, [Conocimiento personal. Hacia una filosofía poscrítica], The University of Chicago Press ([1958] 2015), página 95. (Traducción original).

    +

    4. La imagen no da, por sí misma, casi ninguna inteligibilidad. La imagen debe ser explicada; y la explicación que se da de ella en la televisión es insuficiente. Si en un futuro existiera una televisión que explicara mejor (mucho mejor), entonces el discurso sobre una integración positiva entre homo sapiens y homo videns se podría reanudar. Pero por el momento, es verdad que no hay integración, sino sustracción y que, por tanto, el acto de ver está atrofiando la capacidad de entender.

    +

    Giovanni Sartori, Homo videns. La sociedad teledirigida. Taurus, ([1997] 2008), página 53.

    +

    FRANÇAIS

    +

    1. On peut affirmer avec certitude qu’aucun homme ne choisit le mal parce qu’il est mal ; il ne le prend que pour le bonheur, le bien qu’il recherche. Et le désir de rectifier ces erreurs, est la noble ambition d’un entendement éclairé, l’élan des sentiments que la Philosophie revigore.

    +

    Mary Wollstonecraft, A Vindication of the Rights of Men, in a letter to the Right Honourable Edmund Burke, Occasioned by His Reflections on the Revolution in France, [Défense des droits des hommes, dans une lettre au Très Honorable Edmund Burke ; occasionnée par ses réflexions sur la Révolution en France], Printed for J. Johnson, 1790, page 136. (Traduction originelle).

    +

    2. Puisque l’autorité requiert toujours l’obéissance, on la prend souvent pour une forme de pouvoir ou de violence. Pourtant l’autorité exclut l’usage des moyens extérieurs de coercition ; là où la force est employée, l’autorité proprement dite a échoué. L’autorité d’autre part, est incompatible avec la persuasion qui présuppose l’égalité et opère par un processus d’argumentation. Là où on a recours à des arguments, l’autorité est laissée de côté. Face à l’ordre égalitaire de la persuasion, se tient l’ordre autoritaire, qui est toujours hiérarchique. S’il faut vraiment définir l’autorité, alors ce doit être en l’opposant à la fois à la contrainte par force et à la persuasion par arguments.

    +

    Hannah Arendt, La Crise de la culture, Huit Exercices de pensée politique, [Between Past and Future 1954]. Traduit de l’anglais sous la direction de Patrick Lévy, Gallimard, coll. « Folio », Paris, 1972, page 123

    +

    3. Ainsi, parler une langue, c’est s’engager dans la double indétermination due à notre confiance à la fois dans son formalisme et dans notre propre reconsidération continue de ce formalisme dans sa relation avec l’expérience. Car tout comme, en raison du caractère finalement tacite de toutes nos connaissances, nous restons toujours incapables de dire tout ce que nous savons, de même, compte tenu du caractère tacite du sens, nous ne pouvons jamais vraiment savoir ce qu’implique ce que nous disons.

    +

    Michael Polanyi, Personal Knowledge. Towards a Post-Critical Philosophy, [Connaissance personnelle. Vers une philosophie post-critique], The University of Chicago Press 2015 (1ère édition: 1958), page 95. (Traduction originelle).

    +

    4. L’image ne donne, par elle-même, presque aucune intelligibilité. L’image doit être expliquée ; et l’explication qu’on en donne à la télévision est insuffisante. Si dans le futur il y avait une télévision qui expliquait mieux (beaucoup mieux), alors le discours sur une intégration positive entre homo sapiens et homo videns pourrait être repris. Mais pour le moment, il est vrai qu’il n’y a pas d’intégration, mais de soustraction et que, par conséquent, l’acte de voir atrophie la capacité de comprendre.

    +

    Giovanni Sartori, Homo videns. La sociedad teledirigida [Homo videns: La société télécommandée]. Taurus, ([1997] 2008), page 53. (Traduction originelle).

    +

    DEUTSCH

    +

    1. Man kann getrost behaupten, dass kein Mensch das Böse wählt, weil es böse ist; er verwechselt es nur mit Glück, dem Guten, das er sucht. Und der Wunsch, diese Fehler zu korrigieren, ist der edle Ehrgeiz eines aufgeklärten Verstandes, der Gefühlsimpuls, den die Philosophie belebt.

    +

    Mary Wollstonecraft, A Vindication of the Rights of Men, in a letter to the Right Honourable Edmund Burke, Occasioned by His Reflections on the Revolution in France, Printed for J. Johnson, 1790, Seite 136. (Originalübersetzung).

    +

    2. Denn Autorität verlangt immer Gehorsam; es wird häufig mit irgendeiner Form von Macht oder Gewalt verwechselt. Doch die Autorität schließt den Einsatz äußerer Zwangsmittel aus; Wo Gewalt angewendet wird, hat die Autorität versagt. Autorität hingegen ist unvereinbar mit Überzeugung, die Gleichheit voraussetzt und durch einen Argumentationsprozess funktioniert. Wo Argumente verwendet werden, bleibt die Autorität in der Schwebe. Der egalitären Überzeugungsordnung steht die autoritäre Ordnung gegenüber, die stets hierarchisch ist. Will man also Autorität überhaupt definieren, so würde es sich vor allem darum handeln, sie klar sowohl gegen Zwang durch Gewalt wie gegen Überzeugen durch Argumente abzugrenzen.

    +

    Hannah Arendt, Was ist Autorität? In: Der Monat. Band 8, Nr. 89 (1955–1956), Februar 1956, S. 29–44. Was ist Autorität. Zwischen Vergangenheit und Zukunft. Übungen im Politischen Denken I, Hrsg. von Ursula Ludz, München 1994, Seite 160.

    +

    3. Wenn wir also eine Sprache sprechen, begeben wir uns auf die doppelte Unbestimmtheit, weil wir uns sowohl auf ihren Formalismus verlassen als auch darauf, dass wir diesen Formalismus in seiner Bedeutung für die Erfahrung ständig neu überdenken. Denn ebenso wie wir aufgrund des letztlich stillschweigenden Charakters all unseres Wissens immer unfähig bleiben, alles zu sagen, was wir wissen, können wir auch angesichts des stillschweigenden Charakters der Bedeutung nie ganz wissen, was in dem, was wir sagen, impliziert ist.

    +

    Michael Polanyi, Personales Wissen. Auf dem Weg zu einer postkritischen Philosophie. Aus dem Englischen von Joachim Schulte. Hrsg. von Rebekka Ladewig, Suhrkamp Verlag, Berlin 2023 (Originalübersetzung).

    +

    4. Das Bild allein vermittelt fast keine Verständlichkeit. Das Bild muss erklärt werden; und die Erklärung im Fernsehen dazu ist unzureichend. Wenn es in Zukunft ein Fernsehen gäbe, das besser (viel besser) erklärt, dann könnte der Diskurs über eine positive Integration zwischen Homo Sapiens und Homo Videns wieder aufgenommen werden. Aber im Moment ist es wahr, dass es keine Integration, sondern eine Subtraktion gibt und dass daher der Akt des Sehens die Fähigkeit zum Verstehen verkümmert.

    +

    Giovanni Sartori, Homo videns. La sociedad teledirigida [Homo Videns. Die ferngesteuerte Gesellschaft]. Taurus, Seite 53. ([1997] 2008), (Originalübersetzung).

    +


    +

    +

    2024 (Finland)

    +

    ENGLISH

    +

    1. At times the truth shines so brilliantly that we perceive it as clear as day. Matter and habit then draw a veil over our perception, and we return to a darkness almost as dense as before. We are like those who, though beholding frequent flashes of lightning, still find themselves in the thickest darkness of the night.

    +

    Moses Maimonides, The Guide for the Perplexed (ca. 1190 AD), transl. M. Friedländer [slightly revised]. New York: Dover, 1956, p. 3.

    +


    +

    +

    2. Once war has been declared for just causes, the prince should press his campaign not for the destruction of his opponents, but for the pursuit of the right for which he fights and the defence of his homeland, so that by fighting he may eventually establish peace and security.

    +

    Francisco de Vitoria, “On the Law of War” (1539), in Id. Political Writings, ed. A. Pagden & J. Lawrance. Cambridge: Cambridge UP, 1991, p. 327.

    +


    +

    +

    3. What is the status of citizenship today, in a world of increasingly deterritorialized politics? How is citizenship being reconfigured under contemporary conditions? How has the fraying of the four functions of the state – territoriality, administrative control, democratic legitimacy, and cultural identity – affected the theory and practice of citizenship?

    +

    Seyla Benhabib, The Rights of Others. Aliens, Residents, and Citizens, Cambridge: Cambridge UP, 2004, p. 144.

    +

    4. Artificial intelligence is not an objective, universal, or neutral computational technique that makes determinations without human direction. Its systems are embedded in social, political, cultural, and economic worlds, shaped by humans, institutions, and imperatives that determine what they do and how they do it. They are designed to discriminate, to amplify hierarchies, and to encode narrow classifications. When applied in social contexts such as policing, the court system, health care, and education, they can reproduce, optimize, and amplify existing structural inequalities. This is no accident: AI systems are built to see and intervene in the world in ways that primarily benefit the states, institutions, and corporations that they serve.

    +

    Kate Crawford, The Atlas of AI: Power, Politics, and the Planetary Costs of Artificial Intelligence (2021). Yale: Yale UP, 2021, p. 211.

    +

    ESPAÑOL

    +

    1. A veces, la verdad brilla hasta imaginárnosla tan clara como el día, pero otras la oscurecen la materia y la rutina hasta sumirnos en una noche lóbrega, como anteriormente estábamos, semejantes a quien, sumergido en tétrica noche, ve fulgurar relámpago tras relámpago.

    +

    Maimónides (Mosé ben Maimon), Guía de perplejos (ca. 1190), ed. D. G. Maeso. Madrid: Trotta, 2015, p. 56.

    +


    +

    +

    2. Una vez declarada la guerra en virtud de justas causas, debe procederse en ella, no para ruina y perdición de la nación a quien se hace, sino para la consecución de su derecho y para defensa de la patria y para que por dicha guerra se llegue a conseguir la paz y la seguridad.

    +

    Francisco de Vitoria, “Relección segunda de los indios o del derecho de guerra” (1539), in Id. Relecciones sobre los indios y el derecho de Guerra, trad. de A. D. Pirotto [ligeramente modificada]. Madrid: Espasa Calpe, 1946, p. 146.

    +


    +

    +

    3. ¿Cuál es la condición de la ciudadanía hoy, en un mundo de una política crecientemente desterritorializada? ¿Cómo se está reconfigurando la ciudadanía según las condiciones contemporáneas? ¿Cómo ha afectado a la teoría y la práctica de la ciudadanía el deshilachado de las cuatro funciones del Estado: territorialidad, control administrativo, legitimidad democrática e identidad cultural?

    +

    Seyla Benhabib, Los derechos de los otros. Extranjeros, residentes y ciudadanos (2004), trad. por G. Zadunaisky. Barcelona: Gedisa, 2005, p. 107.

    +


    +

    +

    4. La Inteligencia Artificial no es una técnica computacional neutral que tome determinaciones sin una dirección humana. Sus sistemas están integrados en mundos sociales, políticos, culturales y económicos, delineados por humanos, instituciones e imperativos que determinan lo que hacen y cómo lo hacen. Están diseñados para discriminar, ampliar jerarquías y codificar clasificaciones estrechas. Cuando son aplicadas en contextos sociales como la vigilancia policial, el sistema judicial, la salud y la educación, pueden reproducir, optimizar y amplificar las desigualdades estructurales existentes. Esto no es casual. Los sistemas de IA están construidos para ver e intervenir en el mundo de maneras que benefician principalmente a los Estados, las instituciones y las corporaciones a los que sirven.

    +

    Kate Crawford, Atlas de Inteligencia Artificial. Poder, política y costos planetarios (2021), trad. esp. por F. Díaz Klassen. Buenos Aires: Fondo de Cultura Económica Argentina, 2023, 319.

    +

    FRANÇAIS

    +

    1. La vérité tantôt nous apparaît de manière à nous sembler claire comme le jour, tantôt elle est cachée par les choses matérielles et usuelles, de sorte que nous retombons dans une nuit profonde à peu près comme nous étions auparavant, et nous sommes alors comme l’homme qui, se trouvant dans une nuit profondément obscure, y voit parfois briller un éclair.

    +

    Moïse Maïmonide, Le Guide des égarés (env. 1190), traduit de l’arabe par S. Munk, revue par Ch. Mopsik. Lagrasse : Verdier, 1979, p. 12-13.

    +


    +

    +

    2. Lorsque l’on fait la guerre pour de justes raisons, il faut la faire non pour la perte de la nation contre laquelle on doit combattre, mais pour la poursuite de son droit, la défense de sa patrie et pour obtenir qu’un jour la paix et la sécurité soient le résultat de cette guerre.

    +

    Francisco de Vitoria, “Leçon sur le Droit de guerre” (1539), in Id. Leçons sur les Indiens et sur le droit de guerre, éd. M. Barbier [légèrement modifiée]. Genève : Droz, 1966, p. 83.

    +


    +

    +

    3. Quel statut revient à la citoyenneté aujourd’hui, dans un monde où la politique ne cesse pas de se déterritorialiser ? Comment la citoyenneté de reconfigure-t-elle dans les conditions contemporaines ? Comment l’effilochement des quatre fonctions de l’État – la territorialité, le contrôle administratif, la légitimité démocratique et l’identité culturelle – a-t-il affecté la théorie et la pratique de la citoyenneté ?

    +

    Seyla Benhabib, Les Droits des autres. Étrangers, résidents et citayens (2004). Traduction originelle.

    +


    +

    +

    4. L’intelligence artificielle n’est pas une technique computationnelle objective, universelle ou neutre, qui prend des décisions sans orientation humaine. Ses systèmes sont inscrits dans le monde social, politique, culturel et économique, façonnés par des humains, des institutions et des impératifs qui déterminent ce qu’ils font et comment ils le font. Ils sont conçus pour trier, pour amplifier les hiérarchies, et pour encoder des classifications étroites. Quand ils sont appliqués à des contextes sociaux comme la police, la justice, les soins de santé et l’éducation, ls peuvent reproduire, amplifier et aggraver les inégalités structurelles existantes. Ce n’est pas un hasard : les systèmes d’IA sont construits pour voir et intervenir dans le monde d’une manière qui avantage surtout les États, les institutions et les entreprises qu’ils servent.

    +

    Kate Crawford, Contre-atlas de l’intelligence artificielle : les coûts politiques, sociaux et environnementaux de l’IA (2021), traduit de l’anglais par L. Bury. Paris : Zulma, 2023, p. 245.

    +


    +

    +

    DEUTSCH

    +

    1. Vielmehr leuchtet uns nur manchmal die Wahrheit hervor, so daß wir meinen, es ist Tag; dann aber entziehen Materie und Lebensweise sie wieder unseren Blicken, so daß wir wieder in finsterer Nacht sind, fast wie zuvor. Wir gleichen dann einem, dem dann und wann ein Blitz aufleuchtet, während er in dichter, nächtlicher Finsternis weilt.

    +

    Moses Maimonides, Führer der Unschlüssigen (ca. 1190), übersetzt von A. Weiss, mit neuer Einleitung von J. Maier. Hamburg: Meiner, 1972, p. 7.

    +


    +

    +

    2. Sobald der Krieg aus gerechten Gründen erklärt wurde, sollte der Fürst seinen Feldzug nicht auf die Vernichtung seiner Gegner ausrichten, sondern auf die Verfolgung des Rechts, für das er kämpft, und auf die Verteidigung seines Heimatlandes, sodass er durch den Kampf bei gutem Ausgang Frieden und Sicherheit herstellen kann.

    +

    Francisco de Vitoria, „Über das Kriegsrecht“ (1539), in Id. Vorlesungen II. Völkerrecht, Politik, Kirche = Relectiones. Stuttgart/Berlin/Köln: Kohlhammer, 1997, p. 542-605. Originalübersetzung.

    +


    +

    +

    3. Welchen Status hat die Staatsbürgerschaft heute, in einer Welt, in der die Politik sich zunehmend von territorialen Bindungen löst? Wie wird die Staatsbürgerschaft unter den heutigen Bedingungen neugestaltet? Wie hat sich die Ausdifferenzierung der vier Funktionen des Staates – Gebietshoheit, Verwaltungskontrolle, demokratische Legitimität und kulturelle Identität – auf die Theorie und Praxis der Staatsbürgerschaft ausgewirkt?

    +

    Seyla Benhabib, Die Rechte der Anderen. Ausländer, Migranten, Bürger (2004), Frankfurt a. M.: Suhrkamp, 2017. Originalübersetzung.

    +

     

    +

    4. Künstliche Intelligenz ist keine objektive, universelle oder neutrale Computertechnik, die ohne menschliche Führung Bestimmungen vornimmt. Ihre Systeme sind in soziale, politische, kulturelle und wirtschaftliche Welten eingebettet, und von Menschen, Institutionen und Geboten geprägt, die bestimmen, was sie tun und wie sie es tun. Sie sind darauf ausgelegt, zu diskriminieren, Hierarchien auszuweiten und enge Klassifizierungen festzuschreiben. Wenn sie in sozialen Kontexten wie der Polizei, dem Gerichtswesen, der Gesundheitsversorgung und dem Bildungswesen angewandt werden, können sie bestehende strukturelle Ungleichheiten reproduzieren, optimieren und vergrößern. Das ist kein Zufall: KISysteme sind gemacht, um in der Welt Informationen zu sammeln und zu intervenieren auf eine Art und Weise, die vor allem den Staaten, den Institutionen und den Unternehmen zugutekommt, denen sie dienen.

    +

    Kate Crawford, Atlas der KI. Die materielle Wahrheit hinter den neuen Datenimperien (2021).München: C.H. Beck, ersch. Aug 2024. Originalübersetzung.

    +

     

    +

    2023 (Greece)

    +

    Topic 1

    +

    We ought not to be ashamed of appreciating the truth and of acquiring it wherever it comes from, even if it comes from peoples distant and nations different from us. For the seeker of truth nothing takes precedence over the truth, and there is no disparagement of the truth, nor belittling either of him who speaks it or of him who conveys it. The status of no one is diminished by the truth; rather does the truth ennoble all.

    +

    Abū Yūsuf Ya‘qūb ibn Ishāq al-Kindī, On First Philosophy (ca. 833-842 AD) in Al-Kindi’s Metaphysics, ed. A. L. Ivry [slightly modified].

    +

    Albany, NY: SUNY Press, 1974, p. 58.

    +

    Topic 1

    +

    When you pronounce any action or character to be vicious, you mean nothing, but that from the constitution of your nature you have a feeling or sentiment of blame from the contemplation of it. Vice and virtue, therefore, may be compared to sounds, colours, heat and cold, which, according to modern philosophy, are not qualities in objects, but perceptions in the mind.

    +

    David Hume, A Treatise of Human Nature (1739-1740).

    +

    Oxford: Clarendon Press, 1975, p. 469.

    +

    Topic 1

    +

    This body, which at the same time exposes me to my environment and allows me to grasp it, is more myself than it is mine: it betrays me as much as it reveals me. It is only insofar as I am a body endowed with the privilege of feeling and capable of “absolute mediation” that my having is transformed into power, my knowing into being. And conversely, it is through my body that the attention to myself becomes intention directed at the universe.

    +

    Rachel Bespaloff, « Notes sur Gabriel Marcel » (1938), in Id., Cheminements et carrefours, préf. de M. Jutrin. Paris : Vrin, 2004, pp. 87-88. Original translation.

    +

    Topic 1

    +

    Having accepted the principle of equality as a sound moral basis for relations with others of our own species, we are also committed to accepting it as a sound moral basis for relations with those outside our own species, the non-human animals.

    +

    Peter Singer, Practical Ethics (1979). Cambridge: CUP, 19932, p. 55.

    +

     

    +

    2022 (Portugal)

    +

    Topic 1

    +

    “Although the logos is common, most people live as though they had their own thought.”

    +

    Heraclitus (6th – 5th c. BC), fr. DK B2, in Early Greek Philosophers, ed. A. Laks and G. Most [slightly modified]. Cambridge, MA: HUP, 2016, p. 138.

    +

    Topic 2

    +

    “To know others is wisdom; to know oneself is acuity. To conquer others is power, to conquer oneself is strength.”

    +

    Laozi (6th c. BC), Daodejing. A Philosophical Translation, ch.33, ed. by Roger Ames and David L. Hall. New York: Ballantine Books, 2003

    +

    Topic 3

    +

    “Strictly speaking, however, perfection does not gain by beauty, nor does beauty gain by perfection.”

    +

    I. Kant (1790), Critique of the Power of Judgment, § 16 [AA5: 231], trans. P. Guyer and E. Matthews. Cambridge: CUP, 2000, p. 115.

    +

    Topic 4

    +

    “Many people today would agree that there is no such thing as collective guilt or, for that matter, collective innocence, and that if there were, no one person could ever be guilty or innocent. This, of course, is not to deny that there is such a thing as political responsibility which, however, exists quite apart from what the individual member of the group has done and therefore can neither be judged in moral terms nor be brought before a criminal court.”

    +

    Hannah Arendt (1963), Eichmann in Jerusalem. A Report on the Banality of Evil. New York: Viking Press, rev. ed., 1965, p. 298

    +

    2012 (Slovenia)

    +

    TOPIC 1
    +“A concept is a brick. It can be used to build the courthouse of reason. Or it can be thrown
    +through the window.”

    +

    Brian MassumiTranslator’s Foreword: Pleasures of Philosophy.
    +– In: Gilles Deleuze & Félix Guattari (1987), A Thousand Plateaus: Capitalism and Schizophrenia. London: Continuum, p. xii.

    +

    TOPIC 2
    +“[The World] could not have come into existence of itself, without the help of some Agent to
    +produce it. And that this Agent needs be such an one as cannot be apprehended by our Senses; for if he should be the Object of Sense, he must be Body, and if Body, then a Part of the World, and consequently a Created Being; such an one as would have stood in need of some other Cause to create him; and if that second Creator was Body, he would depend upon a third, and that third upon a fourth, and so ad infinitum, which is absurd. Therefore the World stands in need of an incorporeal Creator.”

    +

    Abu Bakr Ibn Tufail (c. 1105 – 1185). The History of Hayy Ibn Yaqzan.
    +Translated from the Arabic by Simon Ockley, 1708.
    +New York: Frederick A. Stokes Company Publishers, 1929, p. 101-102.

    +

    TOPIC 3
    +“Given that the soul of a human being is only a thinking substance, how can it affect the bodily spirits, in order to bring about voluntary actions.”

    +

    Letter from Princess Elisabeth to Descartes, May 6/16 1643. – In:
    +The Correspondence between Princess Elisabeth of Bohemia and René Descartes (The Other
    +Voice in Early Modern Europe), Transl. and ed. by Lisa Shapiro,
    +Chicago University Press 2007, p. 62.

    +

    TOPIC 4

    +

    “The ‘technification’ of our being: the fact that to-day it is possible that unknowingly and indirectly, like screws in a machine, we can be used in actions, the effects of which are beyond the horizon of our eyes and imagination, and of which, could we imagine them, we could not approve–this fact has changed the very foundations of our moral existence. Thus, we can become ‘guiltlessly guilty’, a condition which had not existed in the technically less advanced times of our fathers.”

    +

    Burning Conscience: The case of the Hiroshima pilot,
    +Claude Eatherly, told in his letters to Günther Anders.
    +Letter 1: Günther Anders to Claude Eatherly. June 3rd, 1959. Rowohlt Verlag GmbH, 1961.

    +


    +

    +

    2020 (Slovenia)

    +

    Topic 1

    +

    “If the social reality is organized around the cute/dork dichotomy, then there are cute girls and dorky girls, and it would be a mistake not to recognize this. This is important social knowledge. But at the same time it is tempting to say that the cute/dork dichotomy is an illusion. It is socially and morally problematic and because it is reified through a pattern of belief and expectation, it could be undermined by a refusing to have beliefs in its terms. More generally, in cases such as this we seem to be able to generate a contradiction: it is true that p so you should believe p; but believing p makes it true, and it would be better if p weren’t true; so you shouldn’t believe p.”

    +

    Sally Haslanger, ‘“But mom, crop-tops are cute!” Social knowledge, social structure and ideology critique’. In: Philosophical Issues 17, 2007, p. 73.

    +

    Topic 2

    +

    “Know that philosophy is able to perfect the human soul by bringing it to know the reality of exis-tents according to their proper essences, as well as accurately assessing their existence by way of proofs grasped by the mind; or else accepted by tradition, as befits the majority of human beings.”

    +

    Mulla Sadrā, The Transcendent Philosophy of the Four Journeys of the Intellect, Introduction to the First Journey, 17th century. From: David Burrell, ‘Mulla Sadra’s Ontology Revisited’. In: Journal of Islamic Philosophy 6, 2010, p. 54.

    +

    Topic 3

    +

    “It will be necessary to…awaken the experience of the world such as it appears to us insofar as we are in the world through our bodies, and insofar as we perceive the world with our bodies. But by re-establishing contact with the body and with the world in this way, we will also rediscover our-selves.”

    +

    Maurice Merleau-Ponty, Phenomenology of Perception, 1945/2014, p. 213. Translated by Donald A. Landes.

    +

    Topic 4

    +

    “We have to entertain the possibility that there is no reason for something existing; or that the split between subject and object is only our name for something equally accidental we call knowledge; or, an even more difficult thought, that while there may be some order to the self and the cosmos, to the microcosm and macrocosm, it is an order that is absolutely indifferent to our existence.”

    +

    Eugene Thacker, In the Dust of This Planet: Horror of Philosophy vol. 1, 2011, p. 18.

    +

     

    +

    2019 (Italy)

    +

    I.

    +

    « Polos : Toi, tu préférerais donc subir l’injustice plutôt que la commettre ?

    +

    Socrate : à vrai dire, je n’aimerais ni l’un ni l’autre ; mais s’il était nécessaire que je choisisse entre subir une injustice ou la commettre, je préférerais la subir. »

    +

    Platon, Gorgias [469 b-c], Notes et commentaires de Jacqueline Laffitte, traduction de Jean-Paul Laffitte. Paris : Nathan, 2003.

    +

    +

    +

    “Polus: So you’d rather want to suffer what’s unjust than do it?

    +

    Socrates: For my part, I wouldn’t want either, but if it had to be one or the other, I would choose suffering over doing what’s unjust.”

    +

    Plato, Gorgias [469 b-c], Plato, Complete Works, edited by John M. Cooper, associate editor D. S. Hutchinson. Indianapolis: Hackett Publishing Company, 1997.

    +

    +

    +

    Polos: Du also wolltest Unrecht leiden lieber als Unrecht tun?

    +

    Sokrates: Ich wollte wohl keines von beiden; müsste ich aber eines von beiden, Unrecht tun oder Unrecht leiden, so würde ich vorziehen, lieber Unrecht zu leiden als Unrecht zu tun.

    +

    Platon, Gorgias [469 b-c], Platon, Des Sokrates Apologie – Kriton – Euthydemos – Menexenos – Gorgias – Menon. Bearbeitet von Heinz Hofmann. Griechischer Text von Alfred Croiset, Louis Bodin, Maurice Croiset & Louis Meridier. Deutsche Übersetzung von Friedrich Schleiermacher. (Griechisch und Deutsch.) Darmstadt: Wissenschaftliche Buchgesellschaft, 1973.

    +

    +

    +

    “Polo: Luego, tú preferirías padecer una injusticia que padecerla?

    +

    Sócrates: Yo no querría ni lo uno ni lo otro; pero si fuese obligatorio padecer una injusticia o cometerla, preferiría en mucho padecerla que cometerla.”

    +

    Platón, Gorgias [469 b-c], Platón, Gorgias. Presentación y traducción directa del griego de Gastón Gomes Lasa. Santiago: Editorial Andrés Bello, 1982.

    +

    II.

    +

    “He who in action sees inaction and action in inaction— he is wise among men, he is a yogin, and he has accomplished all his work. He whose undertakings are all free from the will of desire, whose works are burned up in the fire of wisdom— him the wise call a man of learning. Having abandoned attachment to the fruit of works, ever content, without any kind of dependence, he does nothing though he is ever engaged in work.”

    +

    Bhagavad-Gita [4.18-20], in S. Radhakrishnan & Charles A. More, A Sourcebook in Indian Philosophy, Princeton (NJ): Princeton University Press, 1957, p. 117.

    +

    „Wer Handeln im Nichthandeln sieht und Nichthandeln im Handeln, ist weise unter den Menschen; er ist ein Yogi und führt alle Handlungen aus.

    +

    Den Menschen, dessen Unternehmungen frei von Wünschen und Absichten sind und dessen Handlungen im Feuer der Erkenntnis verbrannt worden sind – ihn nennen die Wissenden einen Weisen.“

    +

    Er hat die Verhaftung an die Früchte der Handlung aufgegeben, ist stets zufrieden und von nichts abhängig und tut nichts, obwohl er tätig ist.“

    +

    Bhagavad-Gita [4.18-20], anon. übersetztung von vedanta-yoga.de

    +

    « Celui qui voit l’inaction dans l’action, et l’action dans l’inaction, est sage parmi les hommes. C’est un yogi, il a tout accompli.

    +

    Celui dont les actions sont désintéressées et affranchies des désirs et dont les travaux ont été consumés par le feu de la sagesse, le sage l’appelle un homme avisé.

    +

    Celui qui a abandonne l’attachement aux fruits du travail, et se satisfait toujours et échappe à toute dépendance, il ne fait rien même s’il est toujours à l’œuvre. »

    +

    +

    Bhagavad-Gita [4.18-20], traduit en français par Luca M. Scarantino.

    +

    “Aquél que ve la inacción en la acción y la acción en la inacción, es sabio entre los hombres. Es un yogi, todo lo ha realizado.

    +

    Aquél cuyas acciones son desinteresadas y libres de los deseos y cuyas obras ha devorado el fuego de la sabiduría, a él el sabio le llama hombre ilustrado.

    +

    Aquél que desecha el apegue a los frutos del trabajo, siempre satisfecho, libre de toda dependencia, él no hace nada aunque constantemente actúe.”

    +

    Bhagavad-Gita [4.18-20], traducido al español por Luca M. Scarantino.

    +

    III.

    +

    „Der Maler, der einfach aus Übung und Urteil seines Auges Abbildungen macht, ist wie ein Spiegel, der alle Gegenstände, die ihm gegenüber plaziert wurden, in sich abbildet, ohne sie zu erkennen.“

    +

    Leonardo da Vinci, Codex Atl.

    +

    « Le peintre qui dépeint simplement par la pratique et le jugement de son œil est tel un miroir, qui imite en lui toutes les choses qui sont placées en face de lui, sans les connaître. »

    +

    Léonard de Vinci, Codex Atl.

    +

    “El pintor que pinta por práctica y juicio del ojo, sin razón, es como el espejo, que imita en sí todas las cosas opuestas a sí mismo, sin tener cognición de ellas.”

    +

    Leonardo da Vinci, Codex Atl.

    +

    “The painter who depicts merely by practice and judgment of the eye, without reason, is like a mirror, that imitates on itself all things in front of it, without knowing them.”

    +

    Leonardo da Vinci, Codex Atl.

    +

    IV.

    +

    “All readings are also mis-readings, re-readings, partial readings, imposed readings, and imagined readings of a text that is originally and finally never simply there. Just as the world is originally fallen apart, the text is always already enmeshed in contending practices and hopes.”

    +

    Donna J. Haraway, Simians, Cyborgs, and WomenThe Reinvention of Nature. New York (NY), Routledge, 1991, p. 123-124.

    +

    „Jede Lektüre ist auch ein eine Fehl-Interpretation, eine erneute Interpretation, eine Teil-Interpretation, eine aufgezwungene Interpretation und eine eingebildete Interpretation eines Textes, welcher ursprünglich und endgültig niemals einfach da ist. Gerade so wie die Welt ursprünglich auseinandergefallen ist, so ist auch der Text immer schon in Praktiken und Hoffnungen verstrickt, die widersprüchliche Ansprüche an ihn stellen.“

    +

    Donna J. Haraway, Simians, Cyborgs, and WomenThe Reinvention of Nature. New York (NY), Routledge, 1991, p. 123-124, übersetzt von Gerhard Seel.

    +

    “Todas lecturas también son asimismo lecturas erróneas, relecturas, lecturas parciales, lecturas impuestas y lecturas imaginarias de un texto que no está simplemente ahí, ni en su origen ni en su finalidad. Así como el mundo se desmorona desde su origen, el texto se encuentra siempre inmerso en prácticas y esperanzas enfrentadas.”

    +

    Donna J. Haraway, Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Prólogo a la edición española de Jorge Arditi, Fernando García Selgas y Jackie Orr. Traducción de Manuel Talens. Madrid: Ediciones Cátedra, 1995, p. 209.

    +

    « Toutes lectures sont également des mélectures, des relectures, des lectures partielles, imposées, imaginaires d’un texte qui n’est jamais simplement là, ni au commencement ni à la fin. Tout comme le monde s’effondre dès son origine, de même le texte est toujours déjà attrapé dans des pratiques et des espoirs contradictoires. »

    +

    Donna J. Haraway, Simians, Cyborgs, and WomenThe Reinvention of Nature. New York (NY), Routledge, 1991, p. 123-124, traduit en français par Luca M. Scarantino

    +

     

    +

    2018 (Montenegro)

    +
    +

    1.“Images belong to the rational soul in the manner of perceptions, and whenever it affirms or denies that something is good or bad, it pursues or avoids. Consequently, the soul never thinks without an image.”

    +

    Aristotle, De Anima [III, 7, 431a 14-17], Translated with an Introduction and Commentary by Christopher Shields. Oxford: Clarendon Press, 2016, p. 63.

    +
      +
    • « Quant à l’âme dianoétique, les images remplacent pour elle les sensations, et quand elle affirme ou nie le bon et le mauvais, elle fuit ou poursuit. C’est pourquoi jamais l’âme ne pense sans image ».
    • +
    +

    Aristote, De l’âme [III, 7, 431a 14-17], Traduction nouvelle et notes par J. Tricot. Nouvelle édition. Paris : Vrin, 2003, p. 191.

    +
      +
    • „Der zum Denken fähigen Seele kommen die Vorstellungsgehalte wie Wahrnehmungsgehalte zu; und wenn sie ein Gut oder Übel bejaht oder verneint, dann meidet oder verfolgt sie. Deswegen denkt die Seele niemals ohne Vorstellungsgehalt.“
    • +
    +

    Aristoteles, Über die Seele. De anima: Griechisch-Deutsch [III, 7, 431a 14-17], Übersetzt, mit einer Einleitung und Anmerkungen herausgegeben von Klaus Corcilius. Hamburg: Felix Meiner Verlag, 2017, p. 191.

    +
      +
    • “En vez de sensaciones, el alma discursiva utiliza imágenes. Y cuando afirma o niega (de lo imaginado) que es bueno o malo, huye de ello o lo persigue. He ahí cómo el alma jamás intelige sin el concurso de una imagen.”
    • +
    +

    Aristóteles, Acerca del alma [III, 7, 431a 14-17], Introducción, traducción y notas de Tomás Calvo Martínez. Madrid: Editorial Gredos, 2003, p. 104.

    +

    2. “No man is devoid of a heart sensitive to the sufferings to the others. Such a sensitive heart was possessed by Former Kings and this manifested itself in compassionate government. With such sensitive heart behind compassionate government, it was as easy to rule the Empire as rolling it on your palm.”

    +

    Mencius [2a: 6], A Bilingual Revised edition, Translated by D. C. Lau. Hong Kong: The Chinese University Press, 2003, p. 73.

    +
      +
    • “Todos los hombres tienen un corazón incapaz de soportar los sufrimientos de los otros. Los reyes antiguos tenían el corazón compasivo, por ello practicaban una política igualmente compasiva. Cuando con un corazón compasivo se practica una política igualmente compasiva, el gobierno del mundo es tan fácil como hacer girar algo en la palma de la mano.”
    • +
    +

    “Mencio” [2A: 6], in Confucio, Mencio, Los cuatro libros, prólogo, traducción y notas de Joaquín Pérez Arroyo.

    +

    Madrid: Alfaguara, 1981, p. 179-180.

    +
      +
    • « Tout homme possède un cœur qui ne peut tolérer la souffrance d’autrui. Comme les anciens rois possédaient un cœur qui ne pouvait tolérer la souffrance d’autrui, ils établirent un gouvernement qui ne pouvait tolérer la souffrance d’autrui ; et comme ils mirent en pratique des mesures qui rendaient intolérable la souffrance d’autrui, ils instaurèrent l’ordre dans le monde aussi facilement qu’on fait tourner une boule dans le creux de la main ».
    • +
    +

    “Mengzi” [2a.6], in Philosophes confucianistes, textes traduits, présentés et annotés par Charles Le Blanc et Rémi Mathieu. Paris : Gallimard, 2009, p. 327-328.

    +
    +
    +
      +
    • „Alle Menschen haben den Kardialsinn, der dazu befähigt, nicht hartherzig zu sein gegenüber anderen Menschen. Da die Ahnkönige (ergo) den Kardialsinn hatten, der dazu befähigte, nicht hartherzig gegenüber anderen Menschen zu sein, haben sie halt folglich Regulierungen, die nicht hartherzig waren gegenüber den Menschen, entstehen lassen. Wenn ein Herrscher mit dem Kardialsinn, welcher dazu befähigt, nicht hartherzig zu sein gegenüber anderen Menschen, Regulierungen praktiziert, die nicht hartherzig sind gegenüber den Menschen, dann erlaubt dies ihm, beim Dienstbewusstmachen des Reichs dieses auf der Handfläche kreisen zu lassen.“
    • +
    +

    Menzius [2a.06], in Robert H. Gassmann, Menzius: Eine kritische Rekonstruktion mit kommentierter Neuübersetzung. Band I: Spurensicherung und Übersetzung.. Berlin/Boston: Walter de Gruyter, 2016, p. 276.

    +

    3. “Because a (narrower or wider) universal community widely prevails among the Earth’s peoples, a transgression of rights in one place in the world is felt everywhere […].”

    +

    Immanuel Kant, To Perpetual Peace. A Philosophical Sketch [AK VIII, 360], Translated, with Introduction, by Ted Humphrey. Indianapolis, IN: Hackett, 2003 [1795], p. 18.

    +
      +
    • „Da es nun mit der unter den Völkern der Erde einmal durchgängig überhandgenommenen (engeren oder weiteren) Gemeinschaft so weit gekommen ist, dass die Rechtsverletzung an einem Platz der Erde an allen gefühlt wird […].“
    • +
    +

    Immanuel Kant, Zum ewigen Frieden. Ein philosophischer Entwurf [AK VIII, 360]. Berlin: ELV Verlag, 2014 [1795], p. 36.

    +
      +
    • « Puisque désormais la communauté (plus ou moins restreinte ou large) des peuples de la terre s’est développée au point que la violation du droit en un endroit de la terre est ressentie en tous […] ».
    • +
    +

    Emmanuel Kant, Vers la paix perpétuelle. Un projet philosophique [AK VIII, 360], Introduits, traduits et annotés par Max Marcuzzi. Paris : Vrin, 2007 [1795], p. 35.

    +
      +
    • “Como se ha avanzado tanto en el establecimiento de una comunidad (más o menos estrecha) entre los pueblos de la tierra que la violación del derecho en un punto de la tierra repercute en todos los demás […].”
    • +
    +

    Inmanuel Kant, Hacia la paz perpetua. Un esbozo filosófico [AK VIII, 360], Introducción, traducción y notas de Jacobo Muñoz. Madrid: Biblioteca nueva, 1999 [1795], p. 98.

    +

    4. “A work of art takes place in and as a performance in which listeners or observers abstract the artwork out of the context of the empirical or real world to render it purely aesthetic, an abstractive and active deed that requires them to achieve a state of self- or world-forgetfulness as they enter into the new world of the work of art.”

    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149.

    +
      +
    • “Una obra de arte se produce por medio y en forma de una actuación en la que los oyentes u espectadores abstraen la obra del contexto del mundo empírico o real y la convierten en algo puramente estético, un hecho activo de abstracción por el que deben alcanzar un estado de olvido de sí mismos y del mundo al entrar en el nuevo mundo de la obra de arte.”
    • +
    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149, traducido al español por Luca M. Scarantino.

    +
    +
      +
    • „Ein Kunstwerk entsteht in und als eine Performance, in der die Zuhörer oder Beobachter das Kunstwerk aus dem Kontext der empirischen oder realen Welt abstrahieren, um es rein ästhetisch zu machen, eine abstrakte und aktive Tat, die von ihnen erfordert, einen Zustand des Selbst- oder Weltvergessenheit zu erreichen, wenn sie in die neue Welt des Kunstwerks eintreten.“
    • +
    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149, übersetzt von Regina S. Mentz.

    +
      +
    • « Une œuvre d’art se réalise dans et sous la forme d’une performance dans laquelle qui écoute ou observe extrait l’ouvrage du contexte du monde empirique ou réel pour la rendre purement esthétique, par une démarche d’abstraction active qui exige que l’on atteigne un état d’oubli de soi et du monde au moment où de pénétrer dans le nouveau monde de l’œuvre d’art ».
    • +
    +

    Lydia Goehr, “The Curse and Promise of the Absolutely Musical: Tristan und Isolde and Don Giovanni”, in: Lydia Goehr and Daniel Herwitz (eds), The Don Giovanni Moment: Essays on the Legacy of an Opera. New York, NY: Columbia University Press, 2006, p. 149, traduit en français par Luca M. Scarantino et Nicole G. Albert.

    +

     

    +

    2017 (Netherlands)

    +

    1. « Quiconque veut respecter les droits du souverain ne doit jamais agir en opposition aux décrets de ce dernier ; mais chacun peut penser, juger et par conséquent parler avec une liberté entière, pourvu qu’il se borne à parler et à enseigner en ne faisant appel qu’à la raison, et qu’il ne mette pas en œuvre la ruse, la colère, la haine, ni s’efforcer d’introduire de son autorité privée quelque innovation dans l’État ».

    +

    Baruch Spinoza, Traité théologico-politique (1670).

    +

    “Thus no one can act against the sovereign’s decisions without prejudicing his authority, but they can think and judge and consequently also speak without any restriction, provided they merely speak or teach by way of reason alone, not by trickery or in anger or from hatred or with the intention of introducing some alteration in the state on their own initiative.”

    +

    Baruch Spinoza, Theological-Political Treatise (1670).

    +

    „Deshalb kann niemand ohne Verletzung des Rechtes der Staatsgewalt gegen ihren Beschluss handeln, wohl aber denken, urteilen und folglich auch sprechen, sobald es nur einfach gesagt oder gelehrt wird, und nur mit Vernunftgründen, aber nicht mit List, Zorn, Hass oder der Absicht, etwas in dem Staat durch das Ansehn seines eigenen Willens einzuführen, geschieht.“

    +

    Baruch de Spinoza, Theologisch-politische Abhandlung (1670).

    +

    “Por tanto, nadie puede, sin atentar contra el derecho de las potestades supremas, actuar en contra de sus decretos; pero sí puede pensar, juzgar e incluso hablar, a condición de que se limite exclusivamente a hablar o enseñar y que sólo defienda algo con la simple razón, y no con engaños, iras y odios, ni con ánimo de introducir, por la autoridad de su decisión, algo nuevo en el Estado”.

    +

    Baruch Spinoza, Tratado teológico-político (1670).

    +

    2. „Allseitige Duldung wird fragwürdig, wenn ihre rationale Grundlage nicht mehr besteht, wenn Toleranz manipulierten und geschulten Individuen verordnet wird, die die Meinung ihrer Herren als ihre eigene nachplappern, für die Heteronomie zur Autonomie geworden ist“.

    +

    Herbert Marcuse, Repressive Toleranz (1965).

    +

    “Universal toleration becomes questionable when its rationale no longer prevails, when tolerance is administered to manipulated and indoctrinated individuals who parrot, as their own, the opinion of their masters, for whom heteronomy has become autonomy.”

    +

    Herbert Marcuse, Repressive Tolerance (1965).

    +

    « La tolérance universelle devient problématique lorsqu’elle est appliquée à des individus manipulés et endoctrinés qui répètent comme des perroquets, comme si cela venait d’eux, l’opinion de leurs maîtres pour lesquels l’hétéronomie est devenue autonomie ».

    +

    Herbert Marcuse, Tolérance Répressive (1965).

    +

    “La tolerancia omnidireccional es problemática si su fundamento racional desaparece, si la tolerancia se prescribe a individuos manipulados y amaestrados que repiten la opinión de sus señores, para los cuales la heteronomía se ha convertido en autonomía, como la suya propia”.

    +

    Herbert Marcuse, Tolerancia represiva (1965).

    +

    3. “In a technological age public professional interaction requires neutrality of thought for effective collaboration and political coexistence. As an administrative attitude neutrality differs from tolerance which is an ethical virtue; but neutrality in the professional sphere is implied and included within the ethical virtue of tolerance. Note that this objective modification of the virtue of tolerance, from patience in regard to other persons’ defective acts to permission of different types of activity, is an objective modification of virtue in our technological society.”

    +

    Tomonobu Imamichi, “The Concept of an Eco-ethics and the Development of Moral Thought” (1989).

    +

    « À l’époque de la technique, l’interaction en milieu public et professionnel impose une neutralité de pensée nécessaire pour qu’il ait coopération efficace et coexistence politique. En tant qu’attitude administrative, la neutralité diffère de la tolérance qui est une vertu éthique ; mais cette neutralité dans la sphère professionnelle émane de cette vertu éthique qu’est la tolérance et est impliquée par elle. Cette modification objective de la vertu de la tolérance, qui, de patience à l’égard des actions défaillantes des autres autorise désormais une pluralité de formes de pensée, correspond à une modification objective de la vertu dans la société de la technique ».

    +

    Tomonobu Imamichi, “L’idée d’une éco-éthique et le développement de la pensée morale” (1989).

    +

    “En la época de la técnica, la interacción pública y profesional exige neutralidad de pensamiento para que haya colaboración eficaz y coexistencia política. En tanto que actitud administrativa, esta neutralidad difiere de la tolerancia que es una virtud ética; pero la neutralidad en la esfera profesional procede de la virtud ética de la tolerancia y es parte de ella. Esta modificación objetiva de la virtud de la tolerancia, que de paciencia hacia las acciones defectibles de los otros pasa a permitir diversas formas de pensamiento, corresponde a una modificación objetiva de la virtud en nuestra sociedad tecnológica”.

    +

    Tomonobu Imamichi, “La idea de eco-ética y el desarrollo del pensamiento moral” (1989).

    +

    „In einem technologischen Zeitalter erfordert die professionelle Interaktion eine Neutralität des Denkens für effektive Zusammenarbeit und politische Koexistenz. Als administrative Haltung unterscheidet sich die Neutralität von der Toleranz, die eine ethische Tugend ist; aber Neutralität im professionellen Bereich ist in die ethische Tugend der Toleranz impliziert und eingeschlossen. Beachten Sie, dass diese objektive Veränderung der Tugend der Toleranz, von der Geduld in Bezug auf die fehlerhaften Handlungen anderer Personen zur Erlaubnis verschiedener Arten von Aktivitäten, eine objektive Veränderung der Tugend in unserer technologischen Gesellschaft ist.“

    +

    Tomonobu Imamichi, “Der Begriff der Öko-ethik und die Entwicklung des moralischen Denkens” (1989).

    +

    4. “Another problem with people who fail to examine themselves is that they often prove all too easily influenced. When a talented demagogue addressed the Athenians with moving rhetoric but bad arguments, they were all too ready to be swayed, without ever examining the argument.”

    +

    Martha C. Nussbaum, Not for Profit: Why Democracy Needs the Humanities (2010).

    +

    « Un autre problème est que, bien souvent, les gens qui ne s’examinent pas eux-mêmes sont facilement influençables. Si un démagogue de talent s’adressait aux Athéniens pour exposer de mauvais arguments mais avec une rhétorique émouvante, ils se laissaient aisément influencer, sans même évaluer les arguments ».

    +

    Martha C. Nussbaum, Les Émotions démocratiques. Comment former le citoyen du xxie siècle ? (2010).

    +

    “Otro problema con las personas que no hacen un examen crítico de sí mismas es que, con frecuencia, resultan demasiado influenciables. Cuando un orador con talento para la demagogia se dirigía a los atenienses con una retórica conmovedora, aunque sus argumentaciones no fueran coherentes éstos se dejaban llevar sin analizar esas argumentaciones”.

    +

    Martha C. Nussbaum, Sin fines de lucro. Por qué la democracia necesita de las humanidades (2010).

    +

    „Ein weiteres Problem mit Menschen, die sich nicht selbst untersuchen, ist, dass sie sich oft zu leicht beeinflussen lassen. Wenn ein begabter Demagoge die Athener mit bewegter Rhetorik aber schlechten Argumenten ansprach, waren sie nur allzu bereit, sich beeinflussen zu lassen, ohne jemals das Argument zu untersuchen.“

    +

    Martha C. Nussbaum, Nicht für den Profit!: Warum Demokratie Bildung braucht (2010).

    +

    2016 (Belgium)

    +

    1.“Spoken sounds are symbols of affections in the soul, and written marks symbols of spoken sounds. And just as written marks are not the same for all men, neither are spoken sounds. But what these are in the first place signs of – affections of the soul – are the same for all; and what these affections are likenesses of – actual things – are also the same.”

    +

    Aristotle, De Interpretatione, 16 a2.

    +

    „Nun sind die (sprachlichen) Äußerungen unserer Stimme ein Symbol für das, was (beim Sprechen) unserer Seele widerfährt, und das, was wir schriftlich äußern, (ist wiederum ein Symbol) für die (sprachlichen) Äußerungen unserer Stimme. Und wie nicht alle Menschen mit denselben Buchstaben schreiben, so sprechen sie auch nicht alle dieselbe Sprache. Die seelischen Widerfahrnisse aber, für welche dieses (Gesprochene und Geschriebene) an erster Stelle ein Zeichen ist, sind bei allen (Menschen) dieselben; und überdies sind auch schon die Dinge, von denen diese (seelischen Widerfahrnisse) Abbildungen sind, (für alle) dieselben.“

    +

    Aristoteles, De Interpretatione, 16 a2.

    +

    « Les sons émis par la voix sont les symboles des états de l’âme, et les mots écrits les symboles des mots émis par la voix. Et de même que l’écriture n’est pas la même chez tous les hommes, les mots parlés ne sont pas non plus les mêmes, bien que les états de l’âme dont ces expressions sont les signes immédiats soient identiques chez tous, comme sont identiques aussi les choses dont ces états sont les images ».

    +

    Aristote, De Interpretatione, 16 a2.

    +

    “Así, pues, lo que hay en el sonido son símbolos de las afecciones que hay en el alma, y la escritura es símbolo de lo que hay en el sonido. Y, así como las letras no son las mismas para todos, tampoco los sonidos son los mismos. Ahora bien, aquello de lo que esas cosas son signos primordialmente, las afecciones del alma, son las mismas para todos, y aquello de lo que éstas son semejanzas, las cosas, también son las mismas”.

    +

    Aristóteles, Sobre la interpretación, 16 a2.

    +

    2. „Nun spricht die moralisch-praktische Vernunft in uns ihr unwiderstehliches Veto aus: Es soll kein Krieg sein; weder der, welcher zwischen Mir und Dir im Naturzustande, noch zwischen uns als Staaten, die, obzwar innerlich im gesetzlichen, doch äußerlich (im Verhältnis gegen einander) im gesetzlosen Zustande sind; denn das ist nicht die Art, wie jedermann sein Recht suchen soll.“

    +

    Immanuel Kant, Die Metaphysik der Sitten (1795).

    +

    “Now morally practical reason pronounces in us its irresistible veto: There is to be no war, neither war between you and me in the state of nature nor war between us as states, which, although they are internally in a lawful condition, are still externally (in relation to one another) in a lawless condition; for war is not the way in which everyone should seek his rights.”

    +

    Immanuel Kant, The Metaphysics of Morals (1795).

    +

    « La raison moralement pratique énonce en nous son veto irrésistible : il ne doit y avoir aucune guerre, ni celle entre toi et moi dans l’état de nature, ni celle entre nous en tant qu’États, qui, bien qu’ils se trouvent intérieurement dans un état légal, sont cependant à l’extérieur (dans leur rapport réciproque) dans un état dépourvu de lois – car ce n’est pas ainsi que chacun doit rechercher son droit ».

    +

    Emmanuel Kant, Métaphysique des mœurs (1795).

    +

    “La razón moralmente práctica pronuncia este veto irresistible: No debe haber ninguna guerra, ni entre tú y yo en el estado natural, ni entre nosotros como Estados qui, constituidos legalmente en nuestro interior, estamos, sin embargo, en un estado extra-legal exteriormente (en nuestras mutuas relaciones), porque el derecho no debe buscarse por medio de la guerra”.

    +

    Immanuel Kant, Metafísica de las costumbres (1795).

    +

    3. « On ne naît pas femme, on le devient ».

    +

    Simone de Beauvoir, Le Deuxième sexe (1949).

    +

    Veuillez discuter de manière critique et selon vos propres arguments la manière selon laquelle sexe et genre sont ici esquissés et caractérisés.

    +

     

    +

    “One is not born, but rather becomes, a woman.”

    +

    Simone de Beauvoir, The Second Sex (1949).

    +

    Discuss critically, using your own arguments, the manner in which sex and gender are outlined and characterized here.

    +

     

    +

    „Man wird nicht als Frau geboren, man wird es.“

    +

    Simone de Beauvoir, Das andere Geschlecht (1949).

    +

    Diskutieren Sie kritisch mit Ihren eigenen Argumenten die Art und Weise, wie hier Geschlecht und Gender skizziert und charakterisiert werden.

    +

     

    +

    “No se nace mujer, se llega a serlo”

    +

    Simone de Beauvoir, El segundo sexo (1949).

    +

    Discuta críticamente y con su propios argumentos cómo la autora delinea y caracteriza aquí sexo y género.

    +

     

    +

    4. “Environment is the moment that objectifies human existence; but by so doing, the human understands him/herself. We can call it self-discovery through one’s environment.”

    +

    Tetsuro Watsuji, Fûdo (1935).

    +

    „Die Umwelt ist dasjenige Moment, welches die menschliche Existenz objektiviert. Aber, wenn dies geschieht, versteht der Mensch sich selbst. Wir können dies ‚Selbstentdeckung durch die eigene Umwelt’ nennen.“

    +

    Tetsuro Watsuji, Fûdo (1935).

    +

    « Le milieu est ainsi pour l’existence humaine le moment qui l’objective elle-même, mais en cela justement, c’est derechef lui-même que l’humain entend. Cela, on devrait l’appeler la découvrance de soi au sein du milieu ».

    +

    Tetsuro Watsuji, Fûdo (1935).

    +

    “El medio ambiente es entonces el momento en que la existencia humana se objetiva a sí misma; pero por ello y a partir de ahí, el ser humano se entiende a si mismo. Podemos llamarle el autodescubrimiento de sí en el medio ambiente”.

    +

    Tetsuro Watsuji, Fûdo (1935)

    +

     

    +

    2015 (Estonia)

    +

    I.

    +

    “Les adversaires de la littérature philosophique plaident avec raison que la signification d’un roman ou d’une pièce de théâtre ne doit, pas plus que celle d’un poème, pouvoir se traduire en concepts abstraits: sinon, à quoi bon construire un appareil fictif autour d’idées qu’on exprimerait avec plus d’économie et de clarté dans un langage direct? Le roman ne se justifie que s’il est un mode de communication irréductible à tout autre. Tandis que le philosophe, l’essayiste livrent au lecteur une reconstruction intellectuelle de leur expérience, c’est cette expérience elle-même, telle qu’elle se présente avant toute élucidation, que le romancier prétend restituer sur un plan imaginaire.”

    +

    Simone de Beauvoir, “Littérature et métaphysique,” in L’Existentialisme et la sagesse des nations, p. 105.

    +

    “The adversaries of philosophical literature argue, rightly, that the signification of a novel or a play, or of a poem for that matter, cannot be translated into abstract concepts. Otherwise, why construct a fictional apparatus around ideas that one could express more economically and clearly in more direct language? The novel is justified only if it is a mode of communication irreducible to any other. While the philosopher and the essayist give the reader an intellectual reconstruction of their experience, the novelist claims to reconstruct on an imaginary plane this experience itself as it appears prior to any elucidation.”  –

    +

    Philosophical Writings, ed. Margaret Simons, p. 270.

    +

    “Die Gegner der philosophischen Literatur sagen mit Recht, dass die Bedeutung eines Romans oder eines Theaterstücks, nicht mehr als die eines Gedichts, nicht in abstrakte Begriffe übersetzt werden können darf. Zu was wäre es anderenfalls gut, einen fiktiven Apparat um Ideen herum zu bauen, die man mit weniger Aufwand und mehr Klarheit in einer direkten Sprache ausdrücken könnte? Der Roman hat seine Berechtigung nur dann, wenn er eine Weise des Kommunizierens darstellt, die auf keine andere reduziert werden kann. Während der Philosoph und der Essayist dem Leser eine intellektuelle Rekonstruktion ihrer Erfahrung liefern, ist es diese Erfahrung selbst, so wie sie sich vor jeder Analyse darstellt, welche der Romanschriftsteller auf der Ebene des Imaginären herzustellen vorgibt.”

    +

    “Quienes se oponen a la literatura filosófica argumentan con razón, que el significado de una novela o una obra de teatro no debe, tal es el caso del poema también, poder ser traducido mediante conceptos abstractos: Todo lo contrario, ¿por qué construir un corpus de ficción en torno a ideas que pueden ser expresadas, con mayor economía y claridad, en un lenguaje más directo? La novela sólo se justifica si su modo de comunicación es irreductible a cualquier otro. Mientras el filósofo y el ensayista le ofrecen al lector una reconstrucción intelectual de su experiencia, es esta experiencia misma, tal y como está antes de cualquier aclaración, lo que el novelista pretende restaurar en un plano imaginario.”

    +

    II.

    +

    “Death and life, survival and perishing, success and failure, poverty and wealth, superiority and inferiority, disgrace and honor, hunger and thirst, cold and heat–these are the transformations of events, the proceedings of fate. …. So there is no need to let them disrupt our harmony.”

    +

    Zhuangzi, 5:15. In Brook Ziporyn, Zhuangzi: the Essential Writings (Hackett, 2009).

    +

    “Leben und Tod, Überleben und Zugrundegehen, Erfolg und Scheitern, Armut und Reichtum, Überlegenheit und Unterlegenheit, Schande und Ehre, Hunger und Durst, Wärme und Kälte, dieses sind die Veränderungen von Ereignissen, das Voranschreiten des Schicksals……. Also gibt es keine Notwendigkeit, diese unsere Harmonie unterbrechen zu lassen.”

    +

    “La vie et la mort, la survie et la perdition, le succès et l’échec, la pauvreté et la richesse, la supériorité et l’infériorité, la honte et l’honneur, ce sont les changements d’évènements, les procédures du destin… Par conséquent il n’y a aucun besoin de les laisser interrompre notre harmonie.”

    +

    “La vida y la muerte, la supervivencia y el perecer, el éxito y el fracaso, la pobreza y la riqueza, la superioridad y la inferioridad, la deshonra y el honor, el hambre y la sed, el frío y el calor—éstas son las transformaciones de eventos, el proceder del destino. ….O sea que no es necesario permitir que interrumpan nuestra armonía.”

    +

    III.

    +

    “Die Gedanken sind weder Dinge der Außenwelt noch Vorstellungen. Ein drittes Reich muß anerkannt werden. Was zu diesem gehört, stimmt mit den Vorstellungen darin überein, daß es nicht mit den Sinnen wahrgenommen werden kann, mit den Dingen aber darin, daß es keines Trägers bedarf, zu dessen Bewußtseinsinhalte es gehört.”

    +

    Gottlob Frege: “Der Gedanke. Eine logische Untersuchung,” in: Beiträge zur Philosophie des deutschen Idealismus 2 (1918/19), p. 69.

    +

    “Les pensées ne sont ni choses du monde extérieur ni représentations. On doit reconnaître l’existence d’un troisième domaine. Ce qui appartient à ce dernier a ceci en commun avec les représentations qu’il ne peut pas être perçu par les sens, mais a en commun avec les choses qu’il n’a pas besoin d’un sujet qui le supporte comme contenu de sa conscience.”

    +

    “Thoughts are neither things of the external world nor representations. A third domain has to be recognized. What belongs to this domain has in common with representations the fact that it cannot be perceived by the senses, but with things the fact that it needs no supporting subject, on the consciousness of which it depends.”

    +

    “Los pensamientos no son ni cosas del mundo externo ni representaciones. Hay que reconocer un tercer dominio. Aquello que pertenece a este dominio tiene en común con las representaciones el hecho de que no puede ser percibido por los sentidos y, a su vez, tiene en común con las cosas el hecho de que no necesita un sujeto o soporte de cuya conciencia dependa.”

    +

    IV.

    +

    Some philosophers and theologians since Plato have claimed that the human body is a kind of prison of the soul. Michel Foucault has recently suggested that “the soul is a prison of the body” (Surveiller et punir, p.34). Consider some of the conceptions and arguments that might support these opposing views.

    +

    Desde Platón, algunos filósofos y teólogos han declarado que el cuerpo humano es un tipo de cárcel para el alma. Michel Foucault ha sugerido recientemente que “el alma es una cárcel para el cuerpo” (Surveiller et punir, p.34). Examina algunas concepciones y argumentos que puedan apoyar estos puntos de vista opuestos.

    +

    Seit Platon haben einige Philosophen und Theologen behauptet, der menschliche Körper sei eine Art von Gefängnis der Seele. In unseren Tagen hat Michel Foucault vorgeschlagen, dass ‘die Seele das Gefängnis des Körpers’ (Surveiller et punir, p.34) sei. Erwägen Sie einige Auffassungen und Argumente, welche die entgegengesetzten Sichtweisen stützen könnten.

    +

    Depuis Platon quelques philosophes et théologiens ont soutenu que le corps humain est en quelque sorte une prison de l’âme. De nos jours Michel Foucault a suggéré que ‘l’âme est une prison du corps’ (Surveiller et punir, p.34). Considérez quelques conceptions et arguments qui pourraient supporter ces vues opposées.

    +

    2014 (Lithuania)

    +

    I Choosing to kill the innocent as a means to your ends is always murder…Killing the innocent, even if you know as a matter of statistical certainty that the things you do involve it, is not necessarily murder….On the other hand, unscrupulousness in considering the possibilities turns it into murder. – G.E.M. Anscombe, “Mr Truman’s Degree”, in her Collected Philosophical Papers, vol. III (Ethics, Religion and Politics), Minneapolis: University of Minnesota Press, 1981, p.66.

    +

    +

    Die Wahl, Unschuldige zu töten als ein Mittel zum Erreichen deiner Zwecke, ist immer Mord…. Unschuldige zu töten, selbst wenn du  aufgrund statistischer Gewissheit weisst, dass das was Du tust dies einschliesst, ist nicht notwendigerweise Mord….Andererseits verwandelt die Skrupellosigkeit im Erwägens der möglichen Folgen dies in einen Mord. – G.E.M. Anscombe

    +

    Choisir de tuer des innocents comme moyen pour atteindre tes buts signifie toujours commettre un meurtre…Tuer des innocents, même si tu sais sur la base de certitudes statistiques que les choses que tu vas faire impliquent cela, n’est pas nécessairement commettre un meurtre…De l’autre côté, le manque de scrupule dans l’évaluation des possibilités le transforme en meurtre. – G.E.M. Anscombe

    +

    Decidir matar a un inocente como medio para lograr un fin siempre significa cometer un asesinato… Matar al inocente, incluso si tienes certeza estadística de que las cosas que haces lo implican, no es necesariamente cometer un asesinato… Por otro lado, la falta de escrúpulos en la consideración de las posibilidades lo convierte en asesinato. – G.E.M. Anscombe

    +

    II ….The most tantalizing question of all: If a fake is so expert that even after the most      thorough and trustworthy examination its authenticity is still open to doubt, is it or is it not as          satisfactory a work of art as if it were unequivocally genuine? – Aline B. Saarinen, New York     Times Book Review, July 30, 1961, p.14; cited in Nelson Goodman, Languages of Art, 1976, p.99

    +

    …Die verwirrendste Frage von allen: Wenn eine Fälschung so gut gemacht ist, dass selbst nach der genauesten und glaubwürdigsten Untersuchung die Authentizität des Werkes immer noch zweifelhaft ist, ist es dann oder ist es dann nicht ein genauso zufriedenstellendes Kunstwerk wie wenn es eindeutig ein Original wäre? – Aline B. Saarinen

    +

     

    +

    ….La question la plus intrigante de toutes : Si un faux est si bien fait que même après la plus méticuleuse et la plus fiable investigation l’authenticité de l’œuvre est toujours douteuse, est-il alors ou n’est-il pas une œuvre d’art aussi satisfaisante que si elle était un original sans équivoque? – Aline B. Saarinen

    +

    ….La pregunta más intrigante de todas: si una falsificación es tan experta que aún después de la examinación más meticulosa y confiable todavía es dudable su autenticidad, ¿es o no es un trabajo tan satisfactorio como obra de arte como si fuese inequívocamente genuina? – Aline B. Saarinen

    +

    III Knowledge is true belief based on argument. — Plato, Theaetetus, 201 c-d

    +

    “Is Justified True Belief Knowledge?” — Edmund Gettier, Analysis 23: 121–123

    +

    Wissen ist wahre Meinung auf der Basis von Argumentation. — Platon, Theaetet

    +

    „Ist Begründete, Wahre Meinung Wissen?“ – Edmund Gettier

    +

    +

    Le savoir est une opinion vraie sur la base d’un argument. — Platon, Théétète

    +

    “Est-ce qu’une opinion1 vraie et justifiée est savoir?” — Edmund Gettier

    +

    +

    El conocimiento es creencia verdadera basada en un argumento. – Platón, Theaetet

    +

    « ¿Es una Creencia Verdadera y Justificada Conocimiento? » — Edmund Gettier

    +

    1 ou “croyance”

    +

    IV Confucius said: “Now I understand why the doctrine of the mean can not be put into     practice. Clever people, knowing it thoroughly, don’t think it is practicable, while stupid people,          unable to understand it, do not know how to practice it. I also know why the doctrine of the mean      can not be popularized. Talented people overdo it while unskilled people can not do it.” The        Doctrine of the Mean, translated by Fu Yunlong, Beijing 1996, pp. 11-12

    +

    +

    Konfuzius sagte: Nun verstehe ich, warum die Lehre des mittleren Weges nicht angewandt werden kann. Kluge Leute, die sie durch und durch kennen, denken nicht, dass sie praktikabel sei, während dumme Leute, die unfähig sind, sie zu verstehen, nicht wissen, wie man sie anwenden soll. Ich weiss auch, warum die Lehre des mittleren Weges nicht unters Volk gebracht werden kann. Begabte Leute übertreiben es und unausgebildete Leute können es nicht machen. – Konfuzius, Die Lehre des mittleren Weges

    +

    Confucius a dit: Maintenant je comprends, pourquoi la doctrine du moyen chemin ne saurait être appliquée. Les gens intelligents qui la connaissent du bout à l’autre, ne pensent pas qu’elle soit applicable, tandis que les sots, incapables de la comprendre, ne savent pas comment on doit l’appliquer. Je sais également pourquoi la doctrine du moyen chemin ne peut être popularisée. Les gens qui sont doués l’exagèrent et les gens sans formation ne peuvent pas le faire. – Confucius, La doctrine du moyen chemin

    +

    Confucio dijo, “Ahora entiendo por qué la doctrina del medio no puede ser puesta en práctica. La gente inteligente, conociéndola a fondo, no creen que sea practicable, mientras que la gente estúpida, incapaz de entenderla, no saben cómo practicarla. También sé por qué la doctrina del medio no puede ser popularizada. La gente con talento la exagera, mientras que la gente inexperta no puede aplicarla.” – Confucio, La doctrina del medio

    +


    +

    +

    2013 (Denmark)

    +

    “In the principle that subjectivity, inwardness, is the truth, there is comprehended the Socratic wisdom, whose everlasting merit it was to have become aware of the essential significance of existence, of the fact that the knower is an existing individual. For this reason Socrates was in the truth by virtue of his ignorance in the highest sense in which this was possible within paganism.”

    +

    Søren KierkegaardConcluding Unscientific Postscript to the Philosophical Fragments(1846).

    +

    “A tragedy, then, is the imitation of a noble and complete action, having a certain magnitude, made in a language spiced up by diverse kinds of embellishment brought in separately in the parts of the work. This imitation is achieved through characters, not through narration; and, through pity and fears, it accomplishes the catharsis of such emotions. By ‘language spiced up’ I mean a language with rhythm, harmony and song; by ‘kinds of embellishments brought in separately in the parts of the work’ I mean that some parts are worked out in verse only and others with song.”

    +

    AristotlePoetics, 6, 1449 b 24-28.

    +

    “A legally unrestricted majority rule, that is, a democracy without a constitution, can be very formidable in the suppression of the rights of minorities and very effective in the suffocation of dissent without any use of violence.”

    +

    Hannah ArendtOn Violence (1970).

    +

    Zigong asked: “Is there one word that can serve as a principle of conduct for life?” Confucius replied, “It is the word shu, or reciprocity: Do not do to others what you do not want them to do to you.”

    +

    To what extent may this formulation of the Golden Rule, which can also be found in other cultures throughout history, be considered as a universal moral principle?

    +

    Confucius (vi-v century bc), Analects 15.23

    +


    +

    +

    2012 (Oslo)

    +

    1. „Schönheit offenbart sich nicht selbst, sie wird durch den Menschen enthüllt. Wenn Lin Tang (Orchideen Pavillon), sein klarer Fluss und die schlanken Bambusrohre nicht von Wang Xizhi (303-361) beschrieben worden wären, sie wären in den menschenleeren Bergen verschwunden, ohne je gekannt zu werden. “

    +

    Liu Zongyuan (773-819).

    +

    “Beauty does not manifest itself, but is revealed by man. If Lin Tang (orchid pavilion) and its clear river and slender bamboo had not been described by Wang Xizhi (303-361), they would have disappeared in deserted mountains without being known.”

    +

    Liu Zongyuan (773-819).

    +

    « La beauté ne se manifeste pas par elle-même, elle est révélée par les hommes. Si le Pavillon des Orchidées, sa rivière claire et ses bambous élancés n’avaient pas été décrits par Wang Xizhi (303-361), ils auraient été engloutis par des montagnes désertes sans que personne ne s’en aperçoive. »

    +

    Liu Zongyuan (773-819).

    +

    “La belleza no se manifiesta de por sí, sino que es revelada por los humanos. Si el Pabellón de las Orquídeas, su río claro y sus bambúes elanzados no hubiesen sido descritos por Wang Xizhi (303-361), acaso las montañas desiertas los hubieran ocultado sin que nadie se enterara.”

    +

    Liu Zongyuan (773-819).

    +

    2. “The sad truth is that most evil is done by people who never make up their minds to be good or evil.”

    +

    Hannah Arendt, The Life of the Mind (1978).

    +

    „Die traurige Wahrheit ist, dass das meiste Böse von Leuten begangen wird, die niemals entschieden haben, ob sie gut oder böse sein wollen.“

    +

    Hannah Arendt, Vom Leben des Geistes (1978).

    +

    « La triste vérité est que le plus souvent le mal est fait par des gens qui n’ont jamais fait le choix de vouloir être bons ou mauvais. »

    +

    Hannah Arendt, La vie de l’esprit (1978): Thinking.

    +

    “La triste verdad es que casi siempre el mal está hecho por quiénes nunca se han detenido a pensar si querían hacer el bien o el mal.”

    +

    Hannah Arendt, La vida del espíritu (1978).

    +

    3. “If [an animal] suffers, there can be no moral justification for disregarding that suffering, or for refusing to count it equally with the like suffering of any other being. But the converse of this is also true. If a being is not capable of suffering, or of enjoyment, there is nothing to take into account.”

    +

    Peter Singer, Animal Liberation (1975).

    +

    „Wenn ein Tier leidet, gibt es keine moralische Rechtfertigung, dieses Leiden zu ignorieren oder sich zu weigern, es als gleichgewichtig mit ähnlichem Leiden irgendeines anderen Wesens zu behandeln. Aber das Umgekehrte ist ebenfalls wahr. Wenn ein Wesen nicht fähig ist, zu leiden und Freude zu empfinden, dann gibt es auch nichts, was man in Rechnung stellen sollte.“

    +

    Peter Singer, Animal Liberation. Die Befreiung der Tiere (1975).

    +

    « Lorsqu’un animal souffre, aucune justification morale ne permet d’ignorer cette souffrance, ni de ne pas la mettre sur un plan d’égalité avec la même souffrance de tout autre être. Mais l’inverse est tout aussi vrai. Si un être n’est pas capable de souffrir, ni de jouir, il n’y a rien à prendre en considération. »

    +

    Peter Singer, La Libération animale (1975).

    +

    “Cuando un animal sufre, no puede haber ninguna justificación moral para ignorar su sufrimiento, ni para no asimilarlo al mismo sufrimiento de todo otro ser. Pero el contrario es igualmente cierto. Cuando un ser es incapaz de sufrir, o de gozar, no hay nada que tener en cuenta.”

    +

    Peter Singer, Liberación animal (1975).

    +

    4. “Wenn wir die Frage stellen, ob das, was (der Erscheinung) zugrunde liegt, so ist, wie es erscheint, geben wir zu, dass es erscheint; unsere Frage betrifft nicht das Erscheinende, sondern das, was über das Erscheinende geurteilt wird. Dies ist aber etwas anderes als, das Erscheinende selbst in Frage zu stellen. Zum Beispiel erscheint uns der Honig als Quelle von Süssigkeit; dies räumen wir ein, denn wir empfinden süss aufgrund der Sinneswahrnehmung. Ob er aber auch, was das Urteil betrifft, süss ist, stellen wir in Frage, denn dies ist nicht das Erscheinende, sondern das, was über das Erscheinende geurteilt wird.”

    +

    Sextus Empiricus, Grundriß der pyrrhonischen Skepsis I. 10 (2. Jahrhundert n. Chr.).

    +

    “And when we question whether the underlying object is such as it appears, we grant the fact that it appears, and our doubt does not concern the appearance itself but the account given of that appearance – and that is a different thing from questioning the appearance itself. For example, honey appears to us to be sweet (and this we grant, for we perceive sweetness through the senses), but whether it is also sweet in its essence is for us a matter of doubt, since this is not an appearance but a judgment about the appearance.”

    +

    Sextus Empiricus, Outlines of Pyrrhonism I. 10 (2nd century AD).

    +

    « Lorsque l’on se demande si l’objet sous-jacent est tel qu’il apparaît, on commence par admettre qu’il apparaît. Notre doute ne concerne donc pas le fait d’apparaître, mais le jugement que l’on se forme à propos de cette apparence. Il faut par conséquent distinguer ce doute du questionnement qui porterait sur le fait même d’apparaître. Ainsi, le miel nous apparaît comme étant sucré (ce que nous admettons, puisque nous éprouvons sa douceur à travers nos sens). Mais nous mettons en doute s’il est doux selon son essence également, car cela ne concerne pas l’apparence, mais ce qu’on juge par rapport à l’apparence. »

    +

    Sextus Empiricus, Esquisses pyrrhoniennes I. 10 (iie siècle ap. jc).

    +

    “Cuando nos preguntamos si el objeto subyacente es tal y como aparece, es que admitimos que aparezca. Nuestra duda no afecta por lo tanto el hecho de aparecer, sino el juicio que nos formamos a propósito de esta apariencia. Así, la miel nos aparece come dulce (lo cual admitimos, pues así nos llega por medio de nuestros sentidos). Pero si intentamos saber si esta dulzura pertenece a su esencia propia, ahí no podemos sino dudar, pues ya no se trata de la apariencia, sino de un juicio sobre ella.”

    +

    Sexto Empírico, Esbozos pirrónicos I. 10 (siglo ii).

    +

    2011 (Austria)

    +

    1. “He who learns but does not think is lost; he who thinks but does not learn is in danger.”

    +

    Confucius, Analects 2.15.

    +

    2. “To a wise man the whole world is open. For the whole cosmos is the fatherland of a good

    +

    soul.”

    +

    3. “Thus the distinct boundaries and offices of reason and of taste are easily ascertained.   The

    +

    former conveys the knowledge of truth and falsehood: the latter gives the sentiment of

    +

    beauty and deformity, vice and virtue. The one discovers objects as they really stand in

    +

    nature, without addition or diminution: the other has a productive faculty, and gilding or

    +

    staining all natural objects with the colours, borrowed from internal sentiment, raises in a

    +

    manner a new creation…”

    +

    David Hume, An Enquiry concerning the Principles of Morals (1751).

    +

    4. “Art is not a copy of the real world. One of the damn things is enough.”

    +

    Nelson Goodman, Languages of Art  (1976).

    +

    2009 (Finland)

    +

    I. “If, then, there is some end of the things we do, which we desire for its own sake (everything else being desired for the sake of this), and if we do not choose everything for the sake of something else (for at that rate the process would go on to infinity, so that our desire would be empty and vain), clearly this must be the good and the chief good.”

    +

    (Aristotle, Nicomachean Ethics)

    +

    II. In accordance with reason there is only one way that states in relation with one another can leave the lawless condition, which involves nothing but war; it is that, like individual human beings, they give up their savage (lawless) freedom, accommodate themselves to public coercive laws, and so form an (always growing) state of nations (civitas gentium) that would finaly encompass all the nations of the earth.

    +

    (Immanuel Kant, Toward Perpetual Peace)

    +

    III. Must a work of art be beautiful in order to be a work of art, or many a work of art be ugly as well? If the later is possible, why should we take interest in it?

    +

    IV. It is not just the existence of God, but rather the very coherence of the idea of God, that is problematic.

    +


    +2007 (Turkey)

    +

    It follows, plainly, from the explanation given above, of the foundation of state, the ultimate aim of government is not to rule, or restrain, by fear, nor to exact obedience, but contrariwise, to free every man from fear, that he may live in all possible security; in other words, the strengthen his natural right to exist and work, without injury to himself and others.

    +

    Spinoza, Theological-Political Treatise, chapter XX

    +

    There are two things, that fill the mind with ever new and increasing admiration and awe… – the starry sky above me and the moral law within me.

    +

    Immanuel Kant, Critique of Practical Reason, Conclusion

    +

    Topic 3.
    +Space is not in the subject , nor is the world in space.

    +

    Martin Heidegger, Being and Time

    +

    Topic 4.
    +And for this reason justice is regarded as the highest of all virtues,… and as the proverb has it, “In justice every virtue is summed up.” It is complete virtue and excellence in the fullest sense, because it is the practise of complete virtue. It is complete because he who possesses it can make use of his virtue not only by himself but also in his relations with his fellow men.

    +

    Aristotle, Nicomachean Ethics
    +

    +


    +2006 (Italy)

    +

    For a large classes of cases – though not for all – in which we employ the word “meaning” it can be defined thus: the meaning of a word is its use in the language.

    +

    Ludwig Wittgenstein

    +

    To know a thing we must love it, and to love a thing we must know it.

    +

    Kitaro Nishida
    +

    +


    +2005 (Poland)

    +

    If I had to choose between betraying my country and betraying my friend, I hope l should have the guts to betray my country.

    +

    E.M.Forste)

    +

    Today, the truth is dispersed across many universes of discourse which can no longer be arranged in a hierarchy. However, in each of these discourses, we search tenaciously for insights that can convince all.”

    +

    Jürgen Habermas
    +

    +

    +

    Hedonism, pessimism, utilitarism, eudemonism – all these systems that measure the value of things taking into account the pleasure or pain that go along with them, that is to say, according to any non-core condition or facts, arę seen as if they do not go in depth and being naive. Any man with his constructive faculty in place and a conscience of an artist, can only regard this with irony and pity from a distance.”

    +

    Friedrich Nietzsche

    +

    Language is a labyrinth of paths. You approach from one side and know your way about; you approach the same place from another side and no longer know your way about’.”

    +

    Ludwig Wittgenstein

    +


    +2004 (South Korea)

    +

    The decisive argument which is employed by common sense against freedom consists in reminding us of our impotence. Far from being able to modify our situation at our whim, we seem to be unable to change ourselves. I am not “free” either to escape the lot of my class, of my nation, of my family, or even to build up my own power or my fortune or to conquer my most insignificant appetites or habits.

    +

    Jean-Paul Sartre, Being and Nothingness

    +

    The will to truth requires critique – let us define our task in this way – the value of truth must for once, by way of experiment, be called into question …

    +

    Friedrich Nietzsche: On the Genealogy of Morals, 3-24

    +

    In fact, history does not belong to us, but we belong to history.

    +

    Hans-Georg Gadamer: Truth and Method, 1989

    +

    Does science need philosophy?

    +


    +2003 (Argentina)

    +

    The laws of conscience, which we pretend to be derived from nature, proceed from custom.

    +

    Michel de Montaigne, Essais, 1595, chapitreXXII

    +

    The maxims of the philosophers on the conditions under which public peace is possible shall be consulted by states which are armed for war.
    +(I. Kant, Perpetual Peace)

    +

    The existence of this inclination to aggression, which we can detect in our selves and justly assume to be present in others, is the factor which disturbs our relations with our neighbour and which forces civilisation into such a high expenditure of energy. In consequence of this primary mutual hostility of human beings, civilised society is perpetually threatened with disintegration.

    +

    Freud, Civilisation and its Discontents

    +


    +2002 (Japan)

    +

    So you would have us qualify our former notion of the just man by an addition. We then said it was just to do good to a friend and evil to an enemy, but now we are to add that it is just to benefit the friend if he is good and harm the enemy if he is bad?

    +

    Plato, Republic

    +

    Those who cannot remember the past are condemned to repeat it.

    +

    George Santayana 1863-1952, The Life of Reason, ch.12

    +

    But to be able to say that a point is black or white, I must first know under what conditions a point is called white or black; in order to be able to say: “p” is true (or false), I must have determined under what conditions I call “p” true, and thereby determine the sense of the proposition.

    +

    L. Wittgenstein, Tractatus Logico Philosphicus

    +

    It is another paradox, but God as the true absolute must be Satan too. Only then can God be said to be truly omniscient and omnipotent. [¡¦] The absolute God must include absolute negation within himself, and must be the God who descends into ultimate evil.

    +

    Nishida Kitaro,1870-1945, Last Writing – Nothingness and the Religious Worldview

    +

     

    +

     

    +


    +2001 (USA)

    +

     

    +

    The laws of conscience, which we pretend to be derived from nature, proceed from custom [¡¦].

    +

    Michel de Montaigne: Essais. 1595, chapter XXII

    +

    If we extend unlimited tolerance even to those who are intolerant, if we are not prepared to defend a tolerant society against the onslaught of the intolerant, then the tolerant will be destroyed, and tolerance with them.

    +

    K.R.Popper: The Open Society and its Enemies. Vol.I. Routledge, London 1945, p. 265

    +

    I just had to consult myself about what I want to do, everything I feel to be good is good, everything I feel to be bad is bad¡

    +

    Rousseau

    +

    Hereby it is manifest, that during the time men live without a common power to keep them all in awe, they are in that condition, which is called war; and such a war as is of every man, against every man.

    +

    Hobbes, Leviathan, Ch. XIII

    +


    +2000 (Germany)

    +

     

    +

    Time is not something which exists of itself [...]. Time is, therefore, a purely subjective condition of (human) intuition [...] and in itself, apart from the subject, it is nothing.

    +

    Immanuel Kant, Kritik der reinen Vernunft, B 49 A33 / B 51 A35

    +

    The passing from the state of nature to civil society produces a remarkable change in man; it puts justice as a rule of conduct in the place of instinct, and gives his actions the moral quality they previously

    +

    lacked.

    +

    Jean-Jacques Rousseau: The Social Contract

    +

    A process which led from the amoeba to man appeared to the philosophers to be obviously a progress – though whether the amoeba would agree with this opinion is not known.

    +

    Bertrand Russell

    +

    All men naturally desire knowledge.

    +

    Aristotle, The Metaphysics, Book I. 980a

    +


    +1999 (Hungary)

    +

    It is impossible to conceive anything at all in the world, or even out of it, which can be taken as good without qualification, except a good will.

    +

    Immanuel Kant

    +

    Desire is the essence of the human being.

    +

    Benedictus Spinoza

    +

    What we call ‘laws’ are hypotheses or conjectures which always form a part of some larger system of theories and which, therefore, can never be tested in isolation.

    +

    Karl R. Popper

    +

    Is knowledge power?

    +


    +1998 (Romania)

    +

    Tatsachlich haben wir zwei Arten von Moral nebeneinander: eine, die wir predigen, aber nicht praktizieren, und eine andere, die wir praktizieren, aber selten predigen.

    +

    B. Russell

    +

    Wir sehen die Welt so, wie wir sie sehen wollen.

    +

    Schopenhauer

    +

    Der Mensch wird durch die anderen geschaffen.

    +

    Montaigne

    +

    Ubrigens ist mir alles verhaert, was mich bloss belehrt, ohne meine Tatigkeit zu vermehren oder unmittelbar zu beleben.

    +

    Goethe

    +


    +1997 (Poland)

    +

     

    +

    1. Is philosophy a science?

    +

    2. Der Kunstler laernt uns durch sein Auge in die Welt blicken.

    +

    Schopenhauer

    +

    3. Justice without force is powerless, force without justice is tyrannical.

    +

    Pascal

    +

    4. The idea that one should seek the truth for its own sake doesn’t make sense to us pragmatists. We cannot regard the truth as the aim of an investigation. The aim of an investigation is rather to come to an agreement between people about what to do and about the intended ends as well as the means, which we can realize these ends with. [...] All the descriptions we can give of things are descriptions which conform with our ends. [...] All we have to know is whether there are competing descriptions which are more useful to our purposes.

    +

    Richard Rorty: Relativism: To discover and to invent. In: Information Philosophie 1/1997, p. 14-16

    +

     

    +

     

    +


    +1996 (Turkey)

    +

     

    +

    Nothing is true, everything is permitted…

    +

    Nietzsche

    +

    The evil in the world originates always from ignorance, and good will may cause as much damage as malice, if it is not enlightened.

    +

    Camus

    +

    The limits of your language are the limits of your world.

    +

    Wittgenstein

    +

    So act that you treat humanity in your person, as well as in the person of every other human being, also as a goal, never as a means.

    +

    Kant

    +


    +1995 (Bulgaria)

    +

    Everyone is someone else and no one is himself.

    +

    M. Heidegger

    +

    Actually it is impossible for us to consider ourselves non-existent.

    +

    M. Unamuno

    +

    Should we start from the premise that one is totally forbidden to do injustice, or should we consider that under some circumstances that is permitted?

    +

    Plato

    +

    To be a philosopher means to travel all the time; questions in philosophy are more essential than answers.

    +

    K. Jaspers

    +

     

    +

     

    +


    +1994 (Bulgaria)

    +

     

    +

    Der Mensch ist fur den Menschen ein “Gott”.

    +

    Spinoza

    +

    Wo ist die Zeit geblieben? Bin ich nicht in einen tiefen Brunnen gefallen? Die Welt schlaft.

    +

    Nietzsche

    +

    Wenn Beine und Arme einen eigenen Willen hatten, waren sie nicht (in der Lage der) Glieder geblieben.

    +

    Pascal

    +

     

    +

     

    +


    +1993 (Bulgaria)

    +

     

    +

    Home is far more a state of mind than landscape.

    +

    G. Bachelard

    +

    Children are antiquities.

    +

    G. Bachelard

    +

    Everything we see could be otherwise.

    +

    Wittgenstein

    +

    Without “now” there wouldn’t be time and without time there wouldn’t be “now”.

    +

    Aristotle

    +
    +
    + + +
    + + + + + +

    Comments are closed

    + + + +
    + + +
    + + + + + + + + + + + + + + +
    + + + +
    + + +
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    + + + + + +
    +

    Contacts: philosophy.olympiad (at) gmail (dot) com

    +
    + + +
    + + + \ No newline at end of file diff --git a/benchmark/LiveCodeBench/README.md b/benchmark/LiveCodeBench/README.md new file mode 100644 index 0000000000000000000000000000000000000000..37908db28f9e16ad36a1c6dfb5c30201cc325f99 --- /dev/null +++ b/benchmark/LiveCodeBench/README.md @@ -0,0 +1,51 @@ +--- +license: cc +tags: +- code +- code generation +pretty_name: LiveCodeBench +size_categories: +- n<1K +--- +## LiveCodeBench: Holistic and Contamination Free Evaluation of Large Language Models for Code + +

    + 🏠 Home Page • + 💻 GitHub Repository • + 🏆 Leaderboard • + 📄 Paper +

    + +![LiveCodeBench](images/lcb.png) + +## Change Log +Since LiveCodeBench is a continuously updated benchmark, we provide different versions of the dataset. Particularly, we provide the following versions of the dataset: +- `release_v1`: The initial release of the dataset with problems released between May 2023 and Mar 2024 containing 400 problems. +- `release_v2`: The updated release of the dataset with problems released between May 2023 and May 2024 containing 511 problems. +- `release_v3`: The updated release of the dataset with problems released between May 2023 and Jul 2024 containing 612 problems. +- `release_v4`: The updated release of the dataset with problems released between May 2023 and Sep 2024 containing 713 problems. +- `release_v5`: The updated release of the dataset with problems released between May 2023 and Jan 2025 containing 880 problems. + +You can use the `version_tag` argument to load the desired version of the dataset. Additionally, you can use version tags like `v1`, `v2`, `v1_v3`, `v4_v5` to get the problems released in a specific version. + +## Dataset Description + +LiveCodeBench is a "live" updating benchmark for holistically evaluating code related capabilities of LLMs. +Particularly, it evaluates LLMs across a range of capabilties including code generation, self-repair, test output prediction, and code execution. +This is the code generation scenario of LiveCodeBench. It is also used for evaluating self-repair using test case feedback. + +LiveCodeBench problems are collected from competition programming websites with particular focus on maintaining problem quality, test case quality, and problem difficulty diversity. +This scenario currently hosts over 500 problems from LeetCode, AtCoder, and Codeforces. +Each problem instance consists of a problem description, input/output examples, and hidden test cases. +Additionally, every problem is tagged with its difficulty level and release date, which allows measuring model performance across different time windows. +The goal is to generate a correct and efficient solution for each problem instance. + +The initial code_generation dataset included a larger number of test cases which leads to a substantially large dataset size. This (lite) version has pruned and sampled tests while trying to ensure similar performances with the original dataset. Going forward, livecodebench will be using this lite version for code generation evaluations. + +## Usage +You can use the dataset by loading it from the Hugging Face datasets library. Additionally, the version tag "release_v1" is used to specify the (temporal) version of the dataset. "v1" corresponds to the initial release of the dataset and "release_v2" is the second version. + +```python +from datasets import load_dataset +lcb_codegen = load_dataset("livecodebench/code_generation_lite", version_tag="release_v2") +``` \ No newline at end of file diff --git a/benchmark/cfa_research_challenge/rc-2010-winning-rpt-univ-philippines.pdf b/benchmark/cfa_research_challenge/rc-2010-winning-rpt-univ-philippines.pdf new file mode 100644 index 0000000000000000000000000000000000000000..61acefa89a1c731b4ef5811dd7bd7de83ad685a9 --- /dev/null +++ b/benchmark/cfa_research_challenge/rc-2010-winning-rpt-univ-philippines.pdf @@ -0,0 +1,3 @@ +version https://git-lfs.github.com/spec/v1 +oid sha256:f0f67ba6f20a19e70a7eb9a874530a2c02c52c4b5570b750732499251799d2ed +size 427478 diff --git a/benchmark/cfa_research_challenge/rc-2011-winning-presentation-politecnico-di-milano.pdf b/benchmark/cfa_research_challenge/rc-2011-winning-presentation-politecnico-di-milano.pdf new file mode 100644 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0000000000000000000000000000000000000000..235832e6a2a9f46ba87cdd9daedad6744b1b7704 --- /dev/null +++ b/benchmark/gcch_harvard/gcch_15.pdf @@ -0,0 +1,3 @@ +version https://git-lfs.github.com/spec/v1 +oid sha256:ac1657f6f2abf5c292f5883839f3e8bf9afe044432a6d158b3d5edf7744e9f36 +size 6864280 diff --git a/benchmark/iGeo/FWE_Instructions_2018iGeo.pdf b/benchmark/iGeo/FWE_Instructions_2018iGeo.pdf new file mode 100644 index 0000000000000000000000000000000000000000..56ac6ec757c0369be914702894c5eb31ba6eacf0 Binary files /dev/null and b/benchmark/iGeo/FWE_Instructions_2018iGeo.pdf differ diff --git a/benchmark/iGeo/README.md b/benchmark/iGeo/README.md new file mode 100644 index 0000000000000000000000000000000000000000..0e34facf75795dafbb5c74f54a5aaf4777d7fd97 --- /dev/null +++ b/benchmark/iGeo/README.md @@ -0,0 +1,65 @@ +# iGeo — International Geography Olympiad + +Structured extract of past [iGeo](https://geoolympiad.org/document-library/) exams for agent benchmarking. + +**Grading:** RULE (keyed short answers via marking schemes) + RUBRIC (open fieldwork / extended written response). + +## Totals + +| Test type | Questions | Notes | +|-----------|----------:|-------| +| **WRT** (Written Response Test) | **505** | Numbered / lettered response units across 17 editions | +| **FWE** (Fieldwork Exercise / FWT) | **55** | Field tasks / exercise units | +| **MMT** (Multimedia Test) | **40** | Official sample only (yearly MMT packs largely unpublished) | +| **All** | **600** | | + +Counts are **scored response units**, not PDF files. + +## Files + +| File | Role | +|------|------| +| `igeo_questions.json` | Full structured dataset (`summary` + `questions[]`) | +| `igeo_questions.jsonl` | One question per line (same records) | +| `summary.json` | Totals + coverage metadata | +| `extract_questions.py` | Re-run PDF → JSON extraction | +| `*.pdf` | Source booklets (questions, marking, resources, results) | + +## Question schema + +```json +{ + "id": "igeo_2025_wrt_A1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. Name two natural forces that can trigger landslides. …", + "resource_refs": ["Figure A1"], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" +} +``` + +`test_type` ∈ `WRT` | `FWE` | `MMT`. + +## Test formats + +- **WRT** — usually 6 thematic sections (A–F), 15 marks each, 90 total (2021–22: 5×15=75). Short / structured written answers with resource booklets (maps, tables, photos). +- **FWE** — typically 2 field exercises per year (observation, sketching, data collection, planning). Rubric-scored. +- **MMT** — 40 multiple-choice items with image/audio/video stimuli (sample pack only here). + +## Notes + +- Raw PDFs stay flat in this folder; use the JSON as the canonical index. +- Some scanned / older PDFs have partial text (`question` may be `null`); structure + IDs are still present. +- 1996 WRT PDF in the archive only contains Theme C (partial). +- Re-extract: `python extract_questions.py` + +## Source + +[iGeo Document Library](https://geoolympiad.org/document-library/) diff --git a/benchmark/iGeo/igeo_questions.json b/benchmark/iGeo/igeo_questions.json new file mode 100644 index 0000000000000000000000000000000000000000..7dec13a2efd6d07a851a98a035f17d0298f486e3 --- /dev/null +++ b/benchmark/iGeo/igeo_questions.json @@ -0,0 +1,9260 @@ +{ + "summary": { + "WRT": 505, + "FWE": 55, + "MMT": 40, + "all": 600 + }, + "meta": { + "dataset": "iGeo", + "full_name": "International Geography Olympiad", + "source": "https://geoolympiad.org/document-library/", + "grading": "RULE (keyed short answers) + RUBRIC (open fieldwork / extended response)", + "coverage": { + "WRT_years": [ + 1996, + 2006, + 2008, + 2010, + 2012, + 2013, + 2014, + 2015, + 2016, + 2017, + 2018, + 2019, + 2021, + 2022, + 2023, + 2024, + 2025 + ], + "FWE_years": [ + 1996, + 2002, + 2006, + 2008, + 2010, + 2013, + 2014, + 2015, + 2016, + 2017, + 2018, + 2019, + 2021, + 2022, + 2023, + 2024, + 2025 + ], + "MMT": "sample only" + }, + "notes": [ + "Counts are scored response units (numbered WRT items / lettered parts, FWE tasks, MMT MCQs).", + "PDF sources remain in this folder; this JSON is the structured index.", + "Some older/scanned PDFs have partial text extraction; question text may be null." + ], + "wrt_by_year": [ + { + "year": 1996, + "host": "The Hague, Netherlands", + "sections": 1, + "max_marks": 100, + "question_count": 4 + }, + { + "year": 2006, + "host": "Brisbane, Australia", + "sections": 11, + "max_marks": 90, + "question_count": 41 + }, + { + "year": 2008, + "host": "Carthage, Tunisia", + "sections": 7, + "max_marks": 80, + "question_count": 40 + }, + { + "year": 2010, + "host": "Taipei, Taiwan", + "sections": 6, + "max_marks": 80, + "question_count": 35 + }, + { + "year": 2012, + "host": "Cologne, Germany", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2013, + "host": "Kyoto, Japan", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2014, + "host": "Kraków, Poland", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2015, + "host": "Tver, Russia", + "sections": 6, + "max_marks": 90, + "question_count": 36 + }, + { + "year": 2016, + "host": "Beijing, China", + "sections": 6, + "max_marks": 90, + "question_count": 34 + }, + { + "year": 2017, + "host": "Belgrade, Serbia", + "sections": 6, + "max_marks": 90, + "question_count": 28 + }, + { + "year": 2018, + "host": "Québec, Canada", + "sections": 6, + "max_marks": 90, + "question_count": 31 + }, + { + "year": 2019, + "host": "Hong Kong, China", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2021, + "host": "Istanbul, Turkey", + "sections": 5, + "max_marks": 75, + "question_count": 25 + }, + { + "year": 2022, + "host": "Paris, France", + "sections": 5, + "max_marks": 75, + "question_count": 23 + }, + { + "year": 2023, + "host": "Bandung, Indonesia", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2024, + "host": "Dublin, Ireland", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2025, + "host": "Bangkok, Thailand", + "sections": 6, + "max_marks": 90, + "question_count": 28 + } + ], + "fwe_by_year": [ + { + "year": 1996, + "question_count": 1 + }, + { + "year": 2002, + "question_count": 2 + }, + { + "year": 2006, + "question_count": 1 + }, + { + "year": 2008, + "question_count": 1 + }, + { + "year": 2010, + "question_count": 2 + }, + { + "year": 2013, + "question_count": 1 + }, + { + "year": 2014, + "question_count": 3 + }, + { + "year": 2015, + "question_count": 5 + }, + { + "year": 2016, + "question_count": 6 + }, + { + "year": 2017, + "question_count": 3 + }, + { + "year": 2018, + "question_count": 4 + }, + { + "year": 2019, + "question_count": 6 + }, + { + "year": 2021, + "question_count": 7 + }, + { + "year": 2022, + "question_count": 2 + }, + { + "year": 2023, + "question_count": 3 + }, + { + "year": 2024, + "question_count": 3 + }, + { + "year": 2025, + "question_count": 5 + } + ] + }, + "questions": [ + { + "id": "igeo_1996_wrt_C17", + "year": 1996, + "host": "The Hague, Netherlands", + "test_type": "WRT", + "section": "C", + "section_title": "The water cycle", + "question_number": "17", + "marks": 2.0, + "question": "17. Because of what human activity has lake Aral subsided? (2 marks)", + "resource_refs": [], + "source_pdf": "1996WrittenTest.pdf", + "marking_pdf": null, + "extraction": "pdf_text" + }, + { + "id": "igeo_1996_wrt_C18", + "year": 1996, + "host": "The Hague, Netherlands", + "test_type": "WRT", + "section": "C", + "section_title": "The water cycle", + "question_number": "18", + "marks": 2.0, + "question": "18. Mention two causes of the rising salt content of lake Aral. (2 marks) \n\n===== PAGE 2 =====", + "resource_refs": [], + "source_pdf": "1996WrittenTest.pdf", + "marking_pdf": null, + "extraction": "pdf_text" + }, + { + "id": "igeo_1996_wrt_C19", + "year": 1996, + "host": "The Hague, Netherlands", + "test_type": "WRT", + "section": "C", + "section_title": "The water cycle", + "question_number": "19", + "marks": 2.0, + "question": "19. About 20 of the 24 species of fish in lake Aral have disappeared. Fishing, which amounted to 44,000 tons in \nthe fifties and which provided about 60,000 jobs, has gone down to zero. Make a connection between these facts \nand the subsidence of lake Aral. (2 marks)", + "resource_refs": [], + "source_pdf": "1996WrittenTest.pdf", + "marking_pdf": null, + "extraction": "pdf_text" + }, + { + "id": "igeo_1996_wrt_C20", + "year": 1996, + "host": "The Hague, Netherlands", + "test_type": "WRT", + "section": "C", + "section_title": "The water cycle", + "question_number": "20", + "marks": 3.0, + "question": "20. The climate round lake Aral has changed. Summers have yielded higher temperatures, winters have become \ncolder. Because frost appears earlier and remains longer, the growth season has become shorter. Find a \nconnection between the changes in the climate and the subsidence of lake Aral. (3 marks)", + "resource_refs": [], + "source_pdf": "1996WrittenTest.pdf", + "marking_pdf": null, + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_11a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "1", + "section_title": "Climate", + "question_number": "1a", + "marks": 1.0, + "question": "1a In what time of the year (month) was this satellite image taken? (1m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_11b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "1", + "section_title": "Climate", + "question_number": "1b", + "marks": 2.0, + "question": "1b Justify your choice by using information on this image. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_12a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "1", + "section_title": "Climate", + "question_number": "2a", + "marks": 1.0, + "question": "2a Mark the Inter Tropical Convergence Zone (ITCZ) by drawing two (2) \nlines on the world map on worksheet 1. (1m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_12b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "1", + "section_title": "Climate", + "question_number": "2b", + "marks": 1.0, + "question": "2b How can this zone be identified on the map. (1m) \nWrite down the three (3) atmospheric processes that take place in this \nzone. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_13a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "1", + "section_title": "Climate", + "question_number": "3a", + "marks": 1.0, + "question": "3a Draw a circle on the image on worksheet 1 to indicate \n- one (1) low pressure area (with a L) (1m) \n- one (1) high pressure area (with a H) (1m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_13b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "1", + "section_title": "Climate", + "question_number": "3b", + "marks": 1.0, + "question": "3b Justify your choice for the area of high pressure. (1m) \n \nPressure areas in the world \n \n4 The subtropical zone of high pressure in the Southern Hemisphere is \nmuch more distinct than the same kind of zone in the Northern \nHemisphere. \nExplain why. (2m) \n \nClimates and type of vegetation in Africa (sources 2 and 3 of \nSection 1) \n \nThere are four images (1 - 4) that show the natural vegetation of four \nAfrican regions There are also two climate graphs (A and B) of two \nclimate stations in Africa. \n \n5 The climate graphs match two of the four vegetation images. What is the \ntype of vegetation that is related to: \n- climate station A? (1m) \n- climate station B? (1m) \n \n6 Justify your answer to the following. \n- A and image … : because … (1m) \n- B and image … : because … (1m) \n \n7 Write your name and country on worksheet 2. \nClearly show the location of the climate stations by writing the letters A \nand B on the map of Africa. (2m) \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_21a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "1a", + "marks": 2.0, + "question": "1a What is the significance of the plus and minus signs in the circles \nsymbolising regions of origin and destination of migrants? (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_21b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "1b", + "marks": 3.0, + "question": "1b Name three (3) factors that might be regarded as ‘intervening obstacles’. \n(3m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_21c", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "1c", + "marks": 2.0, + "question": "1c With reference to the model above, describe two (2) reasons why a person \nwould choose NOT to migrate. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_21d", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "1d", + "marks": 4.0, + "question": "1d Using the terms used in the model, outline the major differences between \nPUSH and PULL migration. (4m) \n \n Refer to the source in Section 2 of the booklet. \nThis figure shows a population structure greatly influenced by migration. \nSome towns or regions wi thin countries of the more economically \ndeveloped world have this type of population structure.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_22a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "2a", + "marks": 2.0, + "question": "2a Name two (2) factors other than age, that make migration a selective \nprocess. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_22b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "2b", + "marks": 2.0, + "question": "2b Does this population structure belong to a town or region with a positive \nbalance of migration or with a negative balance of migration? \n Explain your choice. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_22c", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "2", + "section_title": "The dynamics of population: migration", + "question_number": "2c", + "marks": 2.0, + "question": "2c If the population structure shown in the source resulted from a \npositive balance of migration, name two (2) possible economic \nbenefits for this town or region. (2m) \n \n3 Name two (2) disadvantages that migrants might experience in their new \ncountry. (2m) \n \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_31a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "3", + "section_title": "Volcano Merapi", + "question_number": "1a", + "marks": 1.0, + "question": "1a Which geographical term is used to describe place A? (1m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_31b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "3", + "section_title": "Volcano Merapi", + "question_number": "1b", + "marks": 1.0, + "question": "1b Which geographical term is used to describe the underground seismic \ncentre of the earthquake. (letter B in source 4)? (1m) \n \nThe earthquake was not extremely strong, yet the number of victims was \nrelatively high. \n2 Explain two (2) factors that contributed to the relatively high number of \nvictims. (2m) \n \nWrite your name and country on worksheet 3. \nJava is located on the edge of two geological plates. The cross section of", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_44a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "4", + "section_title": "Economic activity, the business world and", + "question_number": "4a", + "marks": 3.0, + "question": "4a For any country in the developed world, give three (3) reasons which \nhelp to explain the declining employment in manufacturing industry in \nthe last forty years. (3m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_44b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "4", + "section_title": "Economic activity, the business world and", + "question_number": "4b", + "marks": 3.0, + "question": "4b Name three (3) ways in which governments in the developed world have \nreacted to such a trend. (3m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_45a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "4", + "section_title": "Economic activity, the business world and", + "question_number": "5a", + "marks": 3.0, + "question": "5a Give one (1) social, one (1) economical and one (1) political reason why \nsome countries of the North supply foreign aid to some countries of the \nSouth. (3m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_45b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "4", + "section_title": "Economic activity, the business world and", + "question_number": "5b", + "marks": 2.0, + "question": "5b Name two (2) benefits of foreign aid for the countries of the South. (2m) \n \n \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_51", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "1", + "marks": null, + "question": "1. This test consists of five sections. \n1 Climate 18 marks \n2 The dynamics of population: migration 19 marks \n3 Volcano ‘Merapi’ 15 marks \n4 Economic activity and the business world 18 marks \n5 Fresh water in the Middle East 20 marks", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_51a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "1a", + "marks": 1.0, + "question": "1a In what season is precipitation the lowest? (1m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_51b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "1b", + "marks": 2.0, + "question": "1b Explain your answer. (2m) \n \n \nRefer to map ‘Water between Turkey and the Gulf Region’ - Section 5, \nsource 2. \nApproximately 20% of the irrigated land in Iraq is no longer suitable for \nagriculture as a result of inappropriate methods of irrigation.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_52", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "2", + "marks": null, + "question": "2. The total of all marks is 90", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_52a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "2a", + "marks": 2.0, + "question": "2a Describe an inappropriate method of irrigation that has a negative \nimpact on the soil. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_52b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "2b", + "marks": 2.0, + "question": "2b Provide two (2) specific measures that could stop or reverse this process. \n(2m) \n \n \nIn several dry regions of the Middle East natural reservoirs of \ngroundwater occur. The capacity of a groundwater reservoir depends on \nthe nature of the rock formation", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_53", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "3", + "marks": null, + "question": "3. Give only the required number of answers (reasons, examples et cetera). For \ninstance, if the question asks for two reasons and you give more than two, only \nthe first two reasons will be marked.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_53a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "3a", + "marks": 1.0, + "question": "3a Which of the following rock formations has the highest capacity? (1m) \n- shale \n- sandstone \n- granite \n- limestone", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_53b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "3b", + "marks": 1.0, + "question": "3b Explain your answer. (1m) \n \n \n4 Write your name on worksheet 4 ‘Fresh Water in the Middle East. \nThere are different principles that can be used in dividing river water \nrights between countries. The table in worksheet 4 lists a number of these \nprinciples. \nAnalyse the situation for the river Euphrates and the countries Turkey, \nSyria and Iraq. \nFor each principle indicate in column A which country would benefit, \nand in column B which country would be disadvantaged. (4m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_54", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "4", + "marks": null, + "question": "4. Answer all questions on your answer sheets or worksheets. \nUse a new answer sheet for each sections (1 - 5).", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_55", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "5", + "marks": null, + "question": "5. Write your name and country on each of the five answer sheets and the four \nworksheets.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_55a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "5a", + "marks": 2.0, + "question": "5a Compare principles 1 and 2. Both are geographical in nature. \n Mention two (2) reasons why principle 2 is to be preferred to \n principle 1. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_55b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh Water in the Middle East", + "question_number": "5b", + "marks": 3.0, + "question": "5b Compare the principles 4 to 8. Mention one (1) of these principles that, in \nyour opinion, should be included in negotiations over water rights \nbetween states. Justify your choice. (3m) \n \n \n\n===== PAGE 10 =====\n10 \nThe Greater Anatolian Project consists of a number of dams and artificial \nlakes in the river Euphrates in the South East of Turkey. It stimulates \nlarge scale irrigated agriculture. \nIt is to be expected that both the quantity and the quality of the water \ndownstream will be affected. \n \n6 Explain in what way(s) irrigation in South East Turkey can negatively \ninfluence the quality of the river water of the Euphrates. (2m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_56", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "6", + "marks": null, + "question": "6. The Sources booklet contains the maps and figures referred to in the questions.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_57", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "7", + "marks": null, + "question": "7. Time available: 150 minutes. \nNon-native speakers of English are allowed an additional 30 minutes.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_58", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "5", + "section_title": "Fresh water in the Middle East", + "question_number": "8", + "marks": null, + "question": "8. Non-native speakers of English are allowed to use dictionaries: English - native \nlanguage and native language - English. \n \n \nSuccess! \n\n===== PAGE 4 =====\n4", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_I3a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "I", + "section_title": "s shown on worksheet 3.", + "question_number": "3a", + "marks": 1.0, + "question": "3a Draw the path of both plates in the underground. (1m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_I3b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "I", + "section_title": "s shown on worksheet 3.", + "question_number": "3b", + "marks": 1.0, + "question": "3b Draw two (2) circles indicating the magma chambers mentioned in \n source 1. (1 m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_I3c", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "I", + "section_title": "s shown on worksheet 3.", + "question_number": "3c", + "marks": 1.0, + "question": "3c Write the following terms in the correct place in the cross section: \n(1m) \n- continental plate \n- oceanic plate \n- Java Trench", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_I3d", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "I", + "section_title": "s shown on worksheet 3.", + "question_number": "3d", + "marks": 1.0, + "question": "3d Draw two (2) arrows indicating the direction in which both plates move. \n (1m) \n \nWorksheet 3 ‘Volcano Merapi’ contains a map of the island of Java and \nthe surrounding sea. \n4 Draw a line on this map (source 2) indicating the path of the boundary \nbetween the oceanic and the continental plates. (1m) \n\n===== PAGE 7 =====\n7 \n \n5 Explain why both volcanism and earthquakes occur on the island of Java. \n(2m) \n \n \nThe nature of volcanism on Java is quite different from volcanism on \nIceland. On Java granitic magma is found whereas Iceland has basaltic \nmagma.", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_I6a", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "I", + "section_title": "s shown on worksheet 3.", + "question_number": "6a", + "marks": 3.0, + "question": "6a Use the words ‘high’ and ‘low’ to complete the columns ‘basaltic \nmagma’ and ‘granitic magma’ in the table on worksheet 3. (3m)", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2006_wrt_I6b", + "year": 2006, + "host": "Brisbane, Australia", + "test_type": "WRT", + "section": "I", + "section_title": "s shown on worksheet 3.", + "question_number": "6b", + "marks": 1.0, + "question": "6b Based on the properties of the Merapi magma, would an eruption be \nexplosive or quiet? (1m) \n \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2006iGeo_WRT_Questions.pdf", + "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_11a", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "1", + "section_title": "International tourism", + "question_number": "1a", + "marks": 4.0, + "question": "1a 4m Comment on the real and anticipated changes in international \ntourism, both regionally and world-wide, from 1950 to 2020, and \nsuggest three reasons for these changes on the global scale.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_11b", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "1", + "section_title": "International tourism", + "question_number": "1b", + "marks": 2.0, + "question": "1b 2m Give two reasons why international tourism might NOT grow as \nmuch as expected.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_12", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "1", + "section_title": "International tourism", + "question_number": "2", + "marks": 2.0, + "question": "2 2m Describe the spatial distribu tion of the world’s Top 10 Tourism \nDestinations (source 2) and give one possible reason for this \ndistribution.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_13", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "1", + "section_title": "International tourism", + "question_number": "3", + "marks": 2.0, + "question": "3 2m Which countries had a higher or lower Top 10 Tourism Destinations \nrank in 2006 than they did in 2003? Suggest two reasons for these \nchanges.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_14", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "1", + "section_title": "International tourism", + "question_number": "4", + "marks": 4.0, + "question": "4 4m What are some of the positive and negative impacts of international \ntourism? Fill in one impact in each cell of Table 1 on worksheet 1. \n \n \n \n \n \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_21", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "1", + "marks": 1.0, + "question": "1 1m Lines 1 and 2 in source 1 demarcate ecosystems. \nWhat is the name of the ecosystem between the two lines?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_22a", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "2a", + "marks": 1.0, + "question": "2a 1m The so-called Cold Pole is the place where the lowest winter temperatures \nin the Northern Hemisphere are measured. Mark on the map on \nworksheet 2 where the Cold Pole is located.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_22b", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "2b", + "marks": 1.0, + "question": "2b 1m What is the lowest temperature ever recorded there in degrees Fahrenheit \nor Celsius?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_22c", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "2c", + "marks": 2.0, + "question": "2c 2m Give (besides the northerly location) two causes for these very harsh \nclimatic conditions.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_23", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "3", + "marks": 1.0, + "question": "3 1m How are the decrease in Arctic ice cover and the Gulf Stream (North \nAtlantic Drift) interlinked?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_24", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "4", + "marks": 3.0, + "question": "4 3m Name two mammal species in the Arctic region which are threatened \nby global warming. Explain how they are threatened.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_25", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "5", + "marks": 2.0, + "question": "5 2m Name two positive side effects of the decrease in Arctic ice.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_26", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "2", + "section_title": "Climate & climate change (global warming)", + "question_number": "6", + "marks": 1.0, + "question": "6 1m Name one political consequence for the Arctic region of the decrease in \n Arctic ice. \n \n \n \n \n \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_31", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "3", + "section_title": "Bogotá (Colombia)", + "question_number": "1", + "marks": 2.0, + "question": "1 2m Why is the old town centre (source 3: built-up area until 1790) located at \nthe eastern fringe (edge) of modern Bogotá and not in the \ngeographical centre of the city?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_32", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "3", + "section_title": "Bogotá (Colombia)", + "question_number": "2", + "marks": 2.0, + "question": "2 2 m Source 2 shows the population growth of Bogotá. Much of that \ngrowth was a result of rural-urba n migration in Colombia. Was this \ninfluence of more importance in Bogotá before or after 1985? \nWhich data in source 2 show this clearly?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_33", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "3", + "section_title": "Bogotá (Colombia)", + "question_number": "3", + "marks": 2.0, + "question": "3 2m The city of Bogotá shows a clear social structure: the rich North and \nthe poor South. (source 1) \nWrite on your answer sheet the letters corresponding to all possible \nreasons for this strong contrast. \na) the climate \nb) the relief \nc) the location of the industry \nd) the railway lines \ne) the distribution of forests and recreational areas", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_34", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "3", + "section_title": "Bogotá (Colombia)", + "question_number": "4", + "marks": 3.0, + "question": "4 3m Source 1 shows that the former Central Business District (CBD) was \nlocated in the old city centre whereas the new CBD is in the North of \nBogotá. \nGive three reasons for this shift.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_35", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "3", + "section_title": "Bogotá (Colombia)", + "question_number": "5", + "marks": 2.0, + "question": "5 2m According to source 1 there is one area of very low socio-economic \nstatus and a nearby partly dange rous neighbourhood in the Northern \nhalf of Bogotá. Explain their location. \n \n \n \n \n \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_41", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "4", + "section_title": "Energy futures and sustainability", + "question_number": "1", + "marks": 1.0, + "question": "1 1m In terms of energy supply, the mature industrial economies shown in \nsource 1 : \n1. have uniform sources and patterns of energy generation, \n2. are heavily dependent (more than 2/3 of energy supply) on non \nrenewable fuels alone, \n3. use a significant amount (more than 1/5 of energy supply) from \nnuclear energy sources, \n4. have exploited renewable hydro-electricity extensively (more than \n1/5 of energy supply).", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_42", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "4", + "section_title": "Energy futures and sustainability", + "question_number": "2", + "marks": 1.0, + "question": "2 1m With reference to renewable energy (source 2 ), which of the following \nstatements is NOT true: \n1. the technologies of hydroelectricity generation are well known, \nbut further development is dependent on reliable runoff and \nsuitable dam sites, \n2. new technologies like wind power generation have appeared and \ngrown rapidly in generation capacity partly as a consequence of \nthe limited supply and high price of fossil fuels, \n3. geothermal options, using steam driven turbines to generate \nelectricity, are widely available geographically, with the potential \nto provide 15% of global energy needs in the next 10 years, \n4. 'Bio-fuels' like ethanol additives can complement oil-based \nenergy, but large scale conversion of croplands to grow fuel feed-\nstocks may threaten existing food supply. \n \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_43", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "4", + "section_title": "Energy futures and sustainability", + "question_number": "3", + "marks": 1.0, + "question": "3 1m The geographical patterns of gl obal oil use per cap ita are distinct \n(source 4 ). \nThey show \n1. mature industrial countries in temperate latitudes are the only \nmajor users of oil, \n2. more than half the world's population have oil use figures per \ncapita that are in the lowest two levels of oil consumption, \n3. only countries that have high levels of oil production have high \nlevels of oil consumption per capita, \n4. as emerging economies, China and India have higher levels of \nconsumption per capita than countries in South America.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_44", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "4", + "section_title": "Energy futures and sustainability", + "question_number": "4", + "marks": 3.0, + "question": "4 3m Explain how the globa l distribution of natura l resources contributes \nto differential patterns of sustainable energy generation.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_45", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "4", + "section_title": "Energy futures and sustainability", + "question_number": "5", + "marks": 3.0, + "question": "5 3m Using source 4 , provide an analysis of the global patterns of energy use as \nindicated in the distribution of oil consumption per capita.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_46", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "4", + "section_title": "Energy futures and sustainability", + "question_number": "6", + "marks": 4.0, + "question": "6 4m Coal and oil provided the fossil- fuel energy drivers of industrial \neconomies since 1780. Hydro power has been used as a renewable energy \nsupply for industry for about 100 years. Biomass, although controversial, \nwill fuel vehicles. \nWrite a paragraph (between 100-200 words) about wind and geothermal \ngeneration as renewable sources of industrial energy supply. \n \n \n \n \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_51a", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "5", + "section_title": "Pot-in-pot system", + "question_number": "1a", + "marks": 1.0, + "question": "1a 1m In which climate zone is Northern Nigeria situated?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_51b", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "5", + "section_title": "Pot-in-pot system", + "question_number": "1b", + "marks": 1.0, + "question": "1b 1m Which major climatic characteri stic causes food to be spoiled in \nNorthern Nigeria ? \n \n \nSee source 1", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_52", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "5", + "section_title": "Pot-in-pot system", + "question_number": "2", + "marks": 1.0, + "question": "2 1m Describe why the pot-in-pot devi ce is particularly efficient in \novercoming the food spoilage problem in such climatic conditions. \n \n \nSee sources 1 and 2.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_53", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "5", + "section_title": "Pot-in-pot system", + "question_number": "3", + "marks": 4.0, + "question": "3 4m Illustrate with four arguments why the pot-in-pot device is such a \nsuccessful concept in regions like Northern Nigeria. \n \n \nSee the introductory paragraphs and sources 1 and 2. \nBenefiting from Mohammed Bah Abba’s project, farmers sell products on \ndemand nowadays and family income level rises noticeably in the \ncommunities where the pot-in-pot device has been widely adopted.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_54", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "5", + "section_title": "Pot-in-pot system", + "question_number": "4", + "marks": 3.0, + "question": "4 3m In addition to the economic effect, describe three positive impacts of this \nproject on societal aspects of the rural communities. \n \n \n \n\n===== PAGE 10 =====\n10", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_61", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "6", + "section_title": "Climates of China and the Olympic Games", + "question_number": "1", + "marks": 4.0, + "question": "1 4m Write the letters A, B, D and E of the climate diagrams in source 1 on \nyour answer sheet and put the righ t city beside each letter. The \nclimate diagram of Beijing (C) can be used as a reference. \nChoose from the following cities: \n- Guangzhou \n- Lhasa \n- Shanghai \n- Urumqi", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_62", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "6", + "section_title": "Climates of China and the Olympic Games", + "question_number": "2", + "marks": 1.0, + "question": "2 1m Which proposition concerning Beijing is wrong? Write the number of the \nWRONG proposition on your answer sheet. \n1. The hot, humid, summers are due to the East Asian monsoon and \nthe cold, windy, dry winters reflect the influence of the vast \nSiberian anticyclone. \n2. The surrounding hills and low wind speeds restrict venting of \npollution, which build up over several days until dispersed by \nwind or removed by rain. \n3. Erosion of deserts in southern and southwestern China results in \nseasonal dust storms that plague the city. \n4. Hong Kong has similar weather conditions in summer and so is an \nideal place to serve as a pre-olympic base for overseas sports \nteams to acclimatize themselves.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_63", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "6", + "section_title": "Climates of China and the Olympic Games", + "question_number": "3", + "marks": 2.0, + "question": "3 2m Photographs 1 and 2 in source 3 were taken in the vicinity of two cities. \nWrite the figures 1 and 2 of the photographs on your answer sheet and put \nthe right city from the list below beside each figure. \n- Beijing \n- Guangzhou \n- Lhasa \n- Shanghai \n- Urumqi \n \n \n\n===== PAGE 11 =====\n11 \n \nSee source 4.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_64", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "6", + "section_title": "Climates of China and the Olympic Games", + "question_number": "4", + "marks": 2.0, + "question": "4 2m If all visitors to the Olympic Games (2.500.000) could use the new toilets \n(3 times a day) during a two-week stay, approximately how much water \nin m³ would be saved?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_65", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "6", + "section_title": "Climates of China and the Olympic Games", + "question_number": "5", + "marks": 1.0, + "question": "5 1m If only climatological conditions are considered, which city would be a \nbetter location than Beijing for a summer Olympics? \n1. Guangzhou \n2. Lhasa \n3. Shanghai \n4. Urumqi \n \n \nPlaying sport in Beijing might be difficult because of hot climate \nconditions in August and air pollution (smog). For dealing with these \nproblems there are some possible solutions.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_66", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "6", + "section_title": "Climates of China and the Olympic Games", + "question_number": "6", + "marks": 1.0, + "question": "6 1m Which solution is NOT an option for the Beijing Olympics? \n1. Reschedule some endurance events. \n2. Reduce the number of (polluting) vehicles on the streets. \n3. Produce enough solar power on top of Olympic installations to \nclose a number of power plants. \n4. Shoot canisters, containing silver iodide or dry ice, into the sky to \ncreate rain. \n \n \n \n \n \n \n\n===== PAGE 12 =====\n12", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_71", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "7", + "section_title": "Food problems", + "question_number": "1", + "marks": 2.0, + "question": "1 2m Describe the features of diets in the countries where the supply of \nnourishment is over 3000 kcal (kilocalories). \n \n \nSee source 2.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_72", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "7", + "section_title": "Food problems", + "question_number": "2", + "marks": 1.0, + "question": "2 1m For what reason has the supply of nutrition from 1970 to 2001 increased \nmore, for example, in the Arab Maghreb Union than in Developed \nCountries?", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_73", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "7", + "section_title": "Food problems", + "question_number": "3", + "marks": 2.0, + "question": "3 2m From source 2, you may understand the supply of nutrition has increased \nbecause of the Green Revolution in South Asia. Although that revolution \nhas contributed to the increase in the food harvest in this area, it has \nhelped broaden the gap between people with high and people with low \nsocio-economic status in the agricultural sector. \nExplain the reason for this broadening of the gap. \n \n \nSee source 3.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_74", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "7", + "section_title": "Food problems", + "question_number": "4", + "marks": 3.0, + "question": "4 3m Give three reasons (besides the Green Revolution) why the production of \nfood remains at a low level in Africa.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_wrt_75", + "year": 2008, + "host": "Carthage, Tunisia", + "test_type": "WRT", + "section": "7", + "section_title": "Food problems", + "question_number": "5", + "marks": 2.0, + "question": "5 2m Concerning food production and population, describe the differences \nbetween Europe and North & Central America on the one side, and Asia, \nChina and South America on the other side.", + "resource_refs": [], + "source_pdf": "2008iGeo_Assignments_WRT.pdf", + "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_II1", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "II", + "section_title": "Flood", + "question_number": "1", + "marks": 3.0, + "question": "3m 1 Look at the table in Source 1, and calculate the recurrence interval (T) of the \npeak discharge in years 1925, 1938 and 1944. \n \n1925: .............................................................................................................. \n \n1938: .............................................................................................................. \n \n1944: .............................................................................................................. \n \n \n \nmarks \n \n\n===== PAGE 8 =====\n \n \n 8 \nName student \nName team \n \nPlotting a semi-log graph \nOn semi-log graph paper, one axis has a log scale and the other axis has a \nlinear scale. The idea here is we use semi-log paper so that we can more easily \nsee details for small values as well as large values.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_II2", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "II", + "section_title": "Flood", + "question_number": "2", + "marks": 4.0, + "question": "4m 2 Plot the data points on the semi-log graph paper below with \nx-axis = Recurrence interval (T) (year), and y-axis = discharge (cfs x 1000). \nThen, draw a best-fit (not point-to-point) smooth curve to fit the data points. This \nis the flood-frequency curve for the given river at the specified location. \n \n \nSemi-log graph paper for flood-frequency curve \n \n \n \n \n \n \n \n\n===== PAGE 9 =====\n \n \n 9 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_II3", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "II", + "section_title": "Flood", + "question_number": "3", + "marks": 2.0, + "question": "2m 3 With reference to the flood-frequency curve you have just constructed, answer \nthe following questions. \n \na What is the expected discharge during a ten-year flood (or flood of a ten-\nyear recurrence interval)? \n \n....................................................................................................................... \n \nb What is the recurrence interval for a flood with a discharge of 200,000 cfs? \n \n....................................................................................................................... \n \nTake a close look at Source 1.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_II4a", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "II", + "section_title": "Flood", + "question_number": "4a", + "marks": 1.0, + "question": "1m 4a Compare the ranks of the peak discharge (R) with the years in which they occur. \nWhat do you notice about the two sets of figures? \n \n....................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_II4b", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "II", + "section_title": "Flood", + "question_number": "4b", + "marks": 3.0, + "question": "3m 4b Give three possible reasons why the pattern you have observed may have \noccurred. \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \n3: .................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 10 =====\n \n \n 10 \nName student \nName team \n \n \n \n\n===== PAGE 11 =====\n \n \n 11 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_III1", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "III", + "section_title": "Population geography", + "question_number": "1", + "marks": 3.0, + "question": "3m 1 Give three characteristics of South Korea’s changing population structure. \n \n1: .................................................................................................................... \n \n....................................................................................................................... \n \n2: .................................................................................................................... \n \n....................................................................................................................... \n \n3: .................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_III2", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "III", + "section_title": "Population geography", + "question_number": "2", + "marks": 2.0, + "question": "2m 2 Describe South Korea’s transition from an ‘aging’ to a ‘super-aged’ society. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_III3", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "III", + "section_title": "Population geography", + "question_number": "3", + "marks": 3.0, + "question": "3m 3 Compare South Korea’s transition with that of the other countries for which data \nis supplied. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n \n \nmarks \n\n===== PAGE 12 =====\n \n \n 12 \nName student \nName team \n \nNowadays, economically developed countries suffer mainly from civilization \nillnesses, while economically less developed countries suffer from parasite and \ninfectious diseases.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_III4a", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "III", + "section_title": "Population geography", + "question_number": "4a", + "marks": 2.0, + "question": "2m 4a Give two examples of civilization illnesses in economically developed countries: \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \nGive two main causes of these diseases: \n \n1: .................................................................................................................... \n \n2: ....................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_III4b", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "III", + "section_title": "Population geography", + "question_number": "4b", + "marks": 2.0, + "question": "2m 4b Give two examples of parasite and infectious diseases in economically less \ndeveloped countries: \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \nGive two main causes of these diseases: \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \nGlobal epidemics, such as SARS, bird flu, swine flu etc., are more likely to \nhappen nowadays than they used to.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_III5", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "III", + "section_title": "Population geography", + "question_number": "5", + "marks": 2.0, + "question": "2m 5 Give two reasons for this: \n \n1: .................................................................................................................... \n \n....................................................................................................................... \n \n2: .................................................................................................................... \n \n....................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 13 =====\n \n \n 13 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV1", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "1", + "marks": 1.0, + "question": "1m 1 Identify two photos which represent a landscape developed in arid climates? \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV2", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "2", + "marks": 1.0, + "question": "1m 2 Identify two landscapes (in photos A – F) where volcanic activity has partly \ncontributed to their formation. \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV3", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "3", + "marks": 1.0, + "question": "1m 3 Circle the name of the feature that photo D represents. \n \na dyke \nb sill \nc laccolith \nd batholith", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV4", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "4", + "marks": 1.0, + "question": "1m 4 Circle the name of the feature that photo E represents. \n \na hamada \nb wadi \nc dry canyon \nd playa", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV5a", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "5a", + "marks": 1.0, + "question": "1m 5a What is the specific name of the features represented in photo F? \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV5b", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "5b", + "marks": 2.0, + "question": "2m 5b How are these landforms created? \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV6", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "6", + "marks": 1.0, + "question": "1m 6 Name two regions of the world where a landscape like that in photo A can \ndevelop. \n \nRegion 1: ......................................................................................................... \n \nRegion 2: ......................................................................................................... \n \n \nmarks \n\n===== PAGE 14 =====\n \n \n 14 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV7", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "7", + "marks": 2.0, + "question": "2m 7 The rock on which the landscape in photo C was created is (please circle your \nanswers) … \n \na granite \nb basalt \nc andesite \nd rhyolite \n \n… and it belongs to the … \n \na sedimentary group \nb metamorphic group \nc igneous group", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_IV8", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "IV", + "section_title": "Landforms", + "question_number": "8", + "marks": 3.0, + "question": "3m 8 What is the specific name of the feature represented in photo B? \n \n....................................................................................................................... \n \nBriefly explain why this feature occurs. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 15 =====\n \n \n 15 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_VI1", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "VI", + "section_title": "Natural hazards", + "question_number": "1", + "marks": 3.0, + "question": "3m 1 Look at the photos and hints. \nName the country and the type of natural disaster that occurred. \n \nHints for … Country and type of disaster \nphoto A \nEarth’s axis shifted 8 cm; \nthe day is now 1.26 microseconds \nshorter. \n \n \nphoto B \nOver 230,000 deceased, air traffic \ncongestion. \n \n \n \nphoto C \n“Instead of cash, they sent us ash.” \n \n \n \n \nphoto D \nDuration of around 10 minutes; \nrupture of over 1300 km. \n \n \n \nphoto E \nCostliest disaster in the country left \n3 million people without electricity. \n \n \n \nphoto F \n11 missing workers; affected area \napproximately 100,000 km \n2. \n \n \n \n \n \n \nmarks \n\n===== PAGE 18 =====\n \n \n 18 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_VI2", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "VI", + "section_title": "Natural hazards", + "question_number": "2", + "marks": 3.0, + "question": "3m 2 Locate these disasters (A – F) on the map.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_VI3", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "VI", + "section_title": "Natural hazards", + "question_number": "3", + "marks": 3.0, + "question": "3m 3 Which of the natural disasters listed in question 1 on average causes the most \nhuman casualties? \n \n....................................................................................................................... \n \nGive four reasons. \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \n3: .................................................................................................................... \n \n4: .................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 19 =====\n \n \n 19 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_VI4", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "VI", + "section_title": "Natural hazards", + "question_number": "4", + "marks": 6.0, + "question": "6m 4 Choose two different types of disaster you have identified. For each one , name \ntwo effects on the local population, environment and economy. \n \nEffects on local ... Disaster \npopulation environment economy \n1 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n2 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nmarks", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_I1", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "I", + "section_title": "Millennium Development Goals (MDGs)", + "question_number": "1", + "marks": 3.0, + "question": "3m 1 On the list below circle three targets of the MDGs that are targeted by this \nproject. \n− A global partnership for development \n− Achieve universal primary education \n− Combat HIV/AIDS, malaria and other diseases \n− Ensure environmental sustainability \n− Eradicate extreme poverty and hunger \n− Improve maternal health \n− Promote gender equality and empower women", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_I2", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "I", + "section_title": "Millennium Development Goals (MDGs)", + "question_number": "2", + "marks": 2.0, + "question": "2m 2 Why give women in Burkina Faso the opportunity to receive a micro-loan? \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_I3", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "I", + "section_title": "Millennium Development Goals (MDGs)", + "question_number": "3", + "marks": 2.0, + "question": "2m 3 Give four activities for which women might use micro-loans. \n \n1:..................................................................................................................... \n \n2:..................................................................................................................... \n \n3:..................................................................................................................... \n \n4:.....................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_I4", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "I", + "section_title": "Millennium Development Goals (MDGs)", + "question_number": "4", + "marks": 2.0, + "question": "2m 4 Circle three countries where the use of micro-loans could be a way to achieve \nthe Millennium Development Goals. \n \nBangladesh Kuwait \nCanada Nicaragua \nGermany Sudan \n \nmarks \n \n\n===== PAGE 6 =====\n \n \n 6 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_I5", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "I", + "section_title": "Millennium Development Goals (MDGs)", + "question_number": "5", + "marks": 3.0, + "question": "3m 5 Which three countries from the table above have a lot of migrant workers? \nGive a specific reason for each of the chosen countries. \n \nCountry 1 and reason: ..................................................................................... \n \n....................................................................................................................... \n \nCountry 2 and reason: ..................................................................................... \n \n....................................................................................................................... \n \nCountry 3 and reason: ..................................................................................... \n \n....................................................................................................................... \n\n===== PAGE 7 =====\n \n \n 7 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_V1", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "V", + "section_title": "Agriculture and environment", + "question_number": "1", + "marks": 3.0, + "question": "3m 1 Describe briefly the main characteristics of the structure of Indian agriculture. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_V2", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "V", + "section_title": "Agriculture and environment", + "question_number": "2", + "marks": 3.0, + "question": "3m 2 Construct a vicious circle about the causes and consequences of the structure of \nIndian agriculture. Make sure your circle consists of at least five components. \nStart your vicious circle with Poverty. \n \n \n \n \n \n \n \n \n \n \nmarks \n \n\n===== PAGE 16 =====\n \n \n 16 \nName student \nName team \n \nAgain take a close look at the two photos in Source 1.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_V3", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "V", + "section_title": "Agriculture and environment", + "question_number": "3", + "marks": 1.0, + "question": "1m 3 What problems might the farmers in the photos have when they try to irrigate \ntheir land? \n \n....................................................................................................................... \n \n....................................................................................................................... \n \nThe satellite image in Source 2a is taken at the border of Haiti and the \nDominican Republic, countries that share the island of Hispaniola in the Greater \nAntilles. Though the two countries had quite similar natural environments when \nthe Spaniards arrived in these territories in the 16 \nth century, Haiti (roughly the \nleft part of the image) has changed this environment quite drastically in the last \ndecades. \n \nUsing the information provided by the Sources 2a, 2b and 2c, answer the \nfollowing questions.", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_V4", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "V", + "section_title": "Agriculture and environment", + "question_number": "4", + "marks": 1.0, + "question": "1m 4 Identify the main environmental problem Haiti is facing in this area. \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_V5", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "V", + "section_title": "Agriculture and environment", + "question_number": "5", + "marks": 2.0, + "question": "2m 5 Explain the causes of this environmental problem. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_wrt_V6", + "year": 2010, + "host": "Taipei, Taiwan", + "test_type": "WRT", + "section": "V", + "section_title": "Agriculture and environment", + "question_number": "6", + "marks": 3.0, + "question": "3m 6 The impact of this environmental problem on the people of Haiti is immense, but \nit also has an impact on the physical environment. \nName three different physical impacts arising from this environmental \nproblem. \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \n3: .................................................................................................................... \n \n \nmarks \n \n\n===== PAGE 17 =====\n \n \n 17 \nName student \nName team", + "resource_refs": [], + "source_pdf": "2010iGeo_WRT_question.pdf", + "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2012_wrt_A1", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "1", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_A2", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "2", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_A3", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "3", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_A4", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "4", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_A5", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "5", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_A6", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "6", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_A7", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "A", + "section_title": "Urbanisation and Megacities", + "question_number": "7", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_B1", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "B", + "section_title": "Impacts of Coastal Development", + "question_number": "1", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_B2", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "B", + "section_title": "Impacts of Coastal Development", + "question_number": "2", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_B3", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "B", + "section_title": "Impacts of Coastal Development", + "question_number": "3", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_B4", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "B", + "section_title": "Impacts of Coastal Development", + "question_number": "4", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_B5", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "B", + "section_title": "Impacts of Coastal Development", + "question_number": "5", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_C1", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "C", + "section_title": "Climate and Climate Change", + "question_number": "1", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_C2", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "C", + "section_title": "Climate and Climate Change", + "question_number": "2", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_C3", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "C", + "section_title": "Climate and Climate Change", + "question_number": "3", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_C4", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "C", + "section_title": "Climate and Climate Change", + "question_number": "4", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_C5", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "C", + "section_title": "Climate and Climate Change", + "question_number": "5", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_D1", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "D", + "section_title": "Vulnerability to Natural Hazards in the Pacific Islands", + "question_number": "1", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_D2", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "D", + "section_title": "Vulnerability to Natural Hazards in the Pacific Islands", + "question_number": "2", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_D3", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "D", + "section_title": "Vulnerability to Natural Hazards in the Pacific Islands", + "question_number": "3", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_E1", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "1", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_E2", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "2", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_E3", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "3", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_E4", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "4", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_E5", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "5", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_E6", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "6", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_F1", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "F", + "section_title": "Agriculture", + "question_number": "1", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_F2", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "F", + "section_title": "Agriculture", + "question_number": "2", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_F3", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "F", + "section_title": "Agriculture", + "question_number": "3", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2012_wrt_F4", + "year": 2012, + "host": "Cologne, Germany", + "test_type": "WRT", + "section": "F", + "section_title": "Agriculture", + "question_number": "4", + "marks": null, + "question": null, + "resource_refs": [], + "source_pdf": "2012WRT_QandA.pdf", + "marking_pdf": "2012WRT_markingscheme.pdf", + "extraction": "structure_from_marking_overview" + }, + { + "id": "igeo_2013_wrt_A1", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "A", + "section_title": "Tourism and Conservation", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Study the Diercke International Atlas (later on referred to as the Atlas) pages 196–197 map 1 \n“Tourism”. \nIdentify the 3 main areas of the world where tourism is important because of the relative \nnumber of visitors to the number of inhabitants according to the map key. \nSuggest reasons why these areas attract so many tourists. \n \nArea 1: ........ ....... ......... ........... ...... ....... Reasons: ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nArea 2 : ................................................ Reasons: ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nArea 3 : ................................................ Reasons: ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_A2", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "A", + "section_title": "Tourism and Conservation", + "question_number": "2", + "marks": 4.0, + "question": "4m 2. Study the Atlas pages 56 –57 maps “Europe – Tourism”, especially map 3 “Albir and \nBenidorm – Different types of tourism”. \nCompare and contrast the tourist resorts of Albir and Benidorm. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n4: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_A3", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "A", + "section_title": "Tourism and Conservation", + "question_number": "3", + "marks": 3.0, + "question": "3m 3. Describe the goals of ecotourism. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_A4", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "A", + "section_title": "Tourism and Conservation", + "question_number": "4", + "marks": 5.0, + "question": "5m 4. To what extent are protected areas (e.g. national parks) effective in the conservation of \nnatural environments? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_B1", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "B", + "section_title": "Volcanoes and Tectonic Activity", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Study Resource Booklet Sources B1–B3 pictures of the volcanoes. \nIn the table below n ame the types of volcano in the 3 photographs and in a few words \ndescribe the tectonic conditions under which each volcano was formed , using the A tlas \npages 174–175 map 1 “Plate tectonics, volcanism and earthquakes”. \n \n Haleakalā Merapi Surtsey \nVolcano \ntype \n \nTectonic \nconditions", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_B2", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "B", + "section_title": "Volcanoes and Tectonic Activity", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Explain the difference in shape between the volcanoes of Haleakalā and Merapi. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_B3", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "B", + "section_title": "Volcanoes and Tectonic Activity", + "question_number": "3", + "marks": 3.0, + "question": "3m 3. Which of the 3 volcanoes in the pictures will probably pose the biggest threat to people and \nthe environment in the near future? Give reasons for your choice. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_B4", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "B", + "section_title": "Volcanoes and Tectonic Activity", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Source B4 picture of the volcano. \nDescribe the different phases of volcanic activity of the area in the photograph. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_B5", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "B", + "section_title": "Volcanoes and Tectonic Activity", + "question_number": "5", + "marks": 2.0, + "question": "2m 5. Outline 2 ways in which scientists try to forecast volcanic eruptions. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_B6", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "B", + "section_title": "Volcanoes and Tectonic Activity", + "question_number": "6", + "marks": 3.0, + "question": "3m 6. Explain why some people live on the slopes of active volcanoes. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_C1", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "C", + "section_title": "Managing Urban Areas", + "question_number": "1", + "marks": 4.0, + "question": "4m 1. Study the cartoon which makes a comment on the process of urban sprawl. \nExplain the causes and the consequences of urban sprawl. \n \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 10 =====\n10", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_C2", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "C", + "section_title": "Managing Urban Areas", + "question_number": "2", + "marks": 6.0, + "question": "6m 2. Outline the effects of urban structure upon microclimate in the urban area. \n \nTemperature Wind Humidity", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_C3", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "C", + "section_title": "Managing Urban Areas", + "question_number": "3", + "marks": 5.0, + "question": "5m 3. Identify and discuss 2 ways in which management practices could make urban areas more \nsustainable. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 11 =====\n11", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D1", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study Resource Booklet Source D1 the map showing world distribution of electricity \nproduced from gas. \nDescribe the pattern of global electricity production from gas as shown on the map. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D2", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Why do shale rocks often contain gas deposits? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D3", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study the textbox below on ‘A New Resource’. \nWhy is the extraction of shale gas by fracking more difficult than conventional gas extraction? \n \nA New Resource \n \nThe use of new technology has revealed that there are large reserves of natural gas in \nshale rocks. In the United States shale gas has become an increasingly important source \nof natural gas since the start of this century, and interest has spread to potential gas \nshales in the rest of the world. In 2000 shale gas provided only 1% of the natural gas \nproduction in the United States; by 2010 it was over 20%. \n \nThe conventional gas resources are much easier to extract compared to shale gas. The \nuse of a new technique, called fracking, has increased the possibilities of shale gas \nexploitation. With the use of explosives, cracks are made in the shale at depths of up to 3 \nor 4 kilometres. Afterwards water, sand and chemicals are pumped into the boreholes. The \nsand fills the cracks and keeps them open. After the water is pumped away, gas will flow \nout of the shales. From one borehole gas can be extracted from the nearby shales. But the \nboreholes eventually have to be relocated to another area. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 12 =====\n12", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D4", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Source D2 the block diagram showing the fracking process. \nGive 2 possible impacts on the environment of increasing shale gas extraction. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D5", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "5", + "marks": 2.0, + "question": "2m 5. Give 2 reasons why countries in South America, such as Venezuela and Brazil, might not \nhave the exploitation of shale gas as a high priority. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D6", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "6", + "marks": 2.0, + "question": "2m 6. Give 2 reasons why some Western European countries are particularly interested in shale \ngas exploitation in addition to conventional energy production. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 13 =====\n13", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_D7", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "D", + "section_title": "World Energy Production", + "question_number": "7", + "marks": 3.0, + "question": "3m 7. Discuss ways in which governments can reduce the amount of en ergy use d in their \ncountries. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank. \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_E1", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "E", + "section_title": "Climate Change in Sudan", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Study the Atlas pages 176–177 map 4 “World climates – Effective classification according to \nA. Siegmund and P. Frankenberg”. \nGive 3 reasons for climatic differences between Juba (southern Sudan, now known as South \nSudan) and Cuzco (Peru). \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_E2", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "E", + "section_title": "Climate Change in Sudan", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Study the Atlas pages 178–179 Map “The world – Ecozones/vegetation”. \nExplain how the different ecozones/vegetation types surrounding Juba and Cuzco are \ninfluenced by the climate. \n \nJuba: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nCuzco: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 16 =====\n16", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_E3", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "E", + "section_title": "Climate Change in Sudan", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study Resource Booklet Source E1 graph showing climate aspects of southern Sudan. \nThe rise in average air temperature could be used to support the argument for global \nwarming. \nSuggest 2 reasons why people might oppose this view, using the graph. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_E4", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "E", + "section_title": "Climate Change in Sudan", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Source E1 graph showing climate aspects of southern Sudan. \nThe decrease in evapotranspiration is greater than in rainfall. \nWhy in very warm regions can increasing air temperatures reduce evapotranspiration? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_E5", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "E", + "section_title": "Climate Change in Sudan", + "question_number": "5", + "marks": 3.0, + "question": "3m 5. Predict the consequences for local farmers as a result of this climate change in southern \nSudan. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 17 =====\n17", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_E6", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "E", + "section_title": "Climate Change in Sudan", + "question_number": "6", + "marks": 2.0, + "question": "2m 6. Study Resource Booklet Source E2 the climate change maps of Sudan. \nUsing the black-and-white maps below: \na) Sketch on Map A – your prediction for the location of the 500 mm rainfall isohyet for \nthe period 2010–2039 if the trends continue. \nb) Sketch on Map B – your prediction for the location of the 30°C isotherm for the period \n2010–2039 if the trends continue. \nBase your answer on prior knowledge and the Atlas pages 162 –163 “Northern Africa – \nPhysical map”. \n \n \n \n \nStudent number: \n\n===== PAGE 18 =====\n18 \nThis page is intentionally blank. \n \n\n===== PAGE 19 =====\n19", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_F1", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "F", + "section_title": "World Development", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study Resource Booklet Sources F1 and F2 graphs. \nCompare the relationships between the indicators of development shown in the 2 graphs. \n \nGraph 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nGraph 2 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 20 =====\n20", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_F2", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "F", + "section_title": "World Development", + "question_number": "2", + "marks": 5.0, + "question": "5m 2. Complete the table below to make a ranking of development based on t he 6 different indices \nfor the 16 selected countries. Each of the indices has been ranked using the 5 divisions of \nthe key shown below the maps. The rankings for Life expectancy, Infant mortality, Food \nsupply, Availability of drinking water and Gender -related illiteracy have been completed for \nyou. \na) Complete the ranking for Literacy using the key t o the A tlas page 193 map 4 \n“Literacy”. \nb) Sum the ranks for each country. \nc) Using the sum of rankings column create 4 categories of development and use this to \ncomplete the map to show the variation in stages of development of the 16 countries. \n \n \nLife expectancy \nInfant mortality \nFood supply \nAvailability of \ndrinking water \nLiteracy \nGender-related \nilliteracy \nSum of rankings \nCategories of \ndevelopment \n(map key) \nArgentina 4 3 5 5 2 \nBolivia 3 2 3 3 1 \nBrazil 4 3 4 3 3 \nCanada 5 4 5 5 3 \nEgypt 4 3 5 4 1 \nFrance 5 4 5 5 3 \nIndia 3 2 3 3 3 \nIran 4 3 5 4 1 \nLaos 3 2 3 2 1 \nMali 2 1 2 1 1 \nNepal 3 2 3 3 1 \nNorway 4 4 5 5 2 \nUganda 1 2 2 4 1 \nUkraine 3 3 5 5 3 \nSouth Africa 2 2 5 3 1 \nSpain 5 4 5 5 3 \n \n \n\n===== PAGE 21 =====\n21 \n \nStudent number: \n\n===== PAGE 22 =====\n22", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_F3", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "F", + "section_title": "World Development", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Complete the table below by suggesting a reason for how each of the following factors: \na) Dependency and a colonial past and \nb) World trade and globalisation \nhas contributed to those countries with the highest levels of development and those with the \nlowest levels of development. \n \n Dependency and colonial past World trade and globalisation \nCountries \nwith \nthe \nhighest \nlevels \nof \ndevelopment \n \n \n \n \n \n \nCountries \nwith \nthe \nlowest \nlevels \nof \ndevelopment", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_wrt_F4", + "year": 2013, + "host": "Kyoto, Japan", + "test_type": "WRT", + "section": "F", + "section_title": "World Development", + "question_number": "4", + "marks": 4.0, + "question": "4m 4. Discuss the causes and the consequences of development gaps within countries. \nIllustrate your answer with examples. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nend ", + "resource_refs": [], + "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", + "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_A1", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "A", + "section_title": "Geology and Coastal Landforms", + "question_number": "1", + "marks": 6.0, + "question": "6m 1. Study Resource Booklet Figure A1: The rock cycle (rock formation). \nFill in the table: \na) Describe the processes occurring at stages A, B and C of the rock cycle; \nb) Name the rock type formed at each stage and give an example. \n \nStage Process Rock type \nand example \nA \nRock type: \n \n \nExample: \n \n \n \nB \nRock type: \n \n \nExample: \n \n \n \nC \nRock type: \n \n \nExample:", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_A2", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "A", + "section_title": "Geology and Coastal Landforms", + "question_number": "2", + "marks": 5.0, + "question": "5m 2. Study Resource Booklet Figure A2: A rocky coast. \nChoose 2 features of the coastline and explain in detail how natural processes are shaping \nthem. \n \nFeature 1: ................................................................................................................. \n \nNatural processes: .................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: \n\n===== PAGE 6 =====\n6 \nFeature 2: ................................................................................................................. \n \nNatural processes: .................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure A2" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_A3", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "A", + "section_title": "Geology and Coastal Landforms", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Draw an annotated diagram or set of diagrams to show how a delta is formed. \n \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_B1", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "B", + "section_title": "Forest Resources", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Explain how people can benefit from forests (other than wood as a raw material). \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_B2", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "B", + "section_title": "Forest Resources", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Study Resource Booklet Figures B1: Three types of forest. \nFill in the table: \na) Name the types of forest; \nb) Match each type of forest to the climate graph (A, B and C). \n \n \n \nType of \nforest \n \nClimate \ngraph \n \n \n \nClimate graphs of 3 locations \nsource: http://www.klimadiagramme.de \n \n \nStudent number: \nA B C \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_B3", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "B", + "section_title": "Forest Resources", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study Resource Booklet Figure B2: Global forest ecosystem change, 2005. \nName the 2 main types of forest in which there is a net loss. \n \nType 1: ..................................................................................................................... \n \nType 2: .....................................................................................................................", + "resource_refs": [ + "Figure B2" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_B4", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "B", + "section_title": "Forest Resources", + "question_number": "4", + "marks": 3.0, + "question": "3m 4. Give 3 reasons for the loss of forest worldwide. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nThis Section continues on the next page. \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_B5", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "B", + "section_title": "Forest Resources", + "question_number": "5", + "marks": 5.0, + "question": "5m 5. Study Table B1 below: World forest cover in 2010 by geographical regions (source: FAO, \n2013). \n \nGeographical region % of \nworld \nforests \nForest structure (%) \nnatural naturally \nregenerated \nplanted \nAfrica 16.7 9.6 87.4 3 \nLatin America 23.7 73.1 24.9 2 \nAngloamerica 15.2 39.2 55.2 5.6 \nAsia 14.7 18.6 60.7 20.7 \nEurope (with Russian Federation) 24.9 26.2 66.9 6.9 \nAustralia and Oceania 4.7 18.6 79.3 2.1 \nWORLD 100.0 35.7 57.3 6.9 \n \na) Which geographical region has the largest percentage of forest that ha s been \nreforested? \nOutline 2 reasons for your choice. \n \nRegion: ..................................................................................................................... \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nb) Which geographical region has the smallest percentage of forest that has been \nreforested? \nOutline 2 reasons for your choice. \n \nRegion: ..................................................................................................................... \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ..................................................................................…", + "resource_refs": [ + "Table B1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C1", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "1", + "marks": 1.0, + "question": "1m 1. Study Resource Booklet Figure C1: Ecological footprint by component, 1961–2007. \nIn which year was world biocapacity exceeded? \n \n .................................................................................................................................", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C2", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Outline the trends of the global ecological footprint as shown in Figure C1. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C3", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "3", + "marks": 3.0, + "question": "3m 3. Study Resource Booklet Figure C2: Composition of low, middle and  high  income  countries’  \necological footprint per capita, 1961–2007. \nIdentify which of the graphs A, B or C represents high income countries. \nJustify your choice with 2 reasons. \n \nHigh income countries are represented by graph: ........................................................ \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C4", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "4", + "marks": 3.0, + "question": "3m 4. Explain how the economic recession that started in 2007 could have affected the ecological \nfootprint of the 3 different income economies. \n \nLow income countries: ............................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMiddle income countries: ........................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nStudent number: \n\n===== PAGE 12 =====\n12 \nHigh income countries: .............................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C5", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "5", + "marks": 1.0, + "question": "1m 5. Study Table C1 below: Ecological footprint and biocapacity, 2007 (source: National Footprint \nAccounts 2010 edition). \n \nFill in the blank highlighted spaces in Table C1. \n \n \n \nCountries \nPopulation \n(million) \nEcological footprint \n(global hectares \nper capita) \nBiocapacity \n(global hectares \nper capita) \nEcological deficit or \nreserve \nSouth Africa 49.173 2.3 1.1 -1.2 \nTunisia 10.069 1.9 1 -0.9 \nZambia 12.314 0.9 2.3 1.3 \nChina 1,336.551 2.2 1 -1.2 \nIndia 1,164.67 0.9 0.5 -0.4 \nJapan 127.396 4.7 0.6 -4.1 \nMongolia 2.611 5.5 15.1 \nSaudi Arabia 24.68 5.1 0.8 -4.3 \nUnited Arab Emirates 6.248 10.7 0.8 \nGermany 82.343 5.1 1.9 -3.2 \nNetherlands 16.46 6.2 1 -5.2 \nRussian Federation 141.941 4.4 5.7 1.3 \nUnited Kingdom 61.129 4.9 1.3 -3.6 \nArgentina 39.49 2.6 7.5 4.9 \nBrazil 190.12 2.9 9 \nMexico 107.487 3 1.5 -1.5 \nUnited States of America 308.674 8 3.9 -4.1 \nAustralia 20.854 6.8 14.7 7.9 \nNew Zealand 4.193 4.9 10.8 5.9 \nWORLD 6,671.557 2.7 1.8 -0.9", + "resource_refs": [ + "Table C1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C6", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "6", + "marks": 1.0, + "question": "1m 6. How  many  planet  Earths  would  be  needed  if  the  world’s  ecological footprint was the same as \nthat of South Africa, based on Table C1? \n \n ................................................................................................................................. \n \n \n\n===== PAGE 13 =====\n13", + "resource_refs": [ + "Table C1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C7", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "7", + "marks": 2.0, + "question": "2m 7. Comment on the differences between the ecological deficits or reserves of countries in: \na) Africa and \nb) Oceania (Australasia), \nbased on Table C1. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Table C1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_C8", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "C", + "section_title": "Global Ecological Footprint", + "question_number": "8", + "marks": 2.0, + "question": "2m 8. Study Resource Booklet Figure C3: Number of planets scenarios, 2007. \nSuggest some of the ways in which \na) individuals, \nb) industries and businesses \ncould reduce the ecological footprint overshoot and achieve the rapid reduction scenario? \n \nIndividuals: ............................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nIndustries and businesses: ......................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank. \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [ + "Figure C3" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_D1", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "D", + "section_title": "Impacts of Global Warming", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Suggest how global warming could affect food supplies in Africa. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n.......................................................................................................................................", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_D2", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "D", + "section_title": "Impacts of Global Warming", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Suggest how global warming might affect the El Niño Southern Oscillation (ENSO) in the \nsouthern Pacific. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n.......................................................................................................................................", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_D3", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "D", + "section_title": "Impacts of Global Warming", + "question_number": "3", + "marks": 1.0, + "question": "1m 3. Study Resource Booklet Figure D1: The height of land above sea level in Bangladesh. \nHow high would sea level have to rise to flood Dhaka? \nMark the correct box. \n \n < 2 m \n 2–5 m \n > 5 m \n \n \nStudent number: \n\n===== PAGE 16 =====\n16", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_D4", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "D", + "section_title": "Impacts of Global Warming", + "question_number": "4", + "marks": 3.0, + "question": "3m 4. Study Resource Booklet Figure D2: Solar-powered floating boat school in Bangladesh. \nExplain how the climate and physical environment of Bangladesh mean that this type of \nschool may become more common. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_D5", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "D", + "section_title": "Impacts of Global Warming", + "question_number": "5", + "marks": 5.0, + "question": "5m 5. Give 2 different circumstances (other than flooding) in which people might become \n‘environmental  refugees’.  For  each,  explain  how  different  impacts  lead  to  people  losing  their  \nhomes. \n \nCircumstance 1: ........................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nCircumstance 2: ........................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 17 =====\n17", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_E1", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "E", + "section_title": "Population and Health", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Study Resource Booklet Figure E1: Life expectancy in high and low income countries, 2004–\n2012. \nSuggest 3 reasons for the differences in life expectancy between high and low income \ncountries. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_E2", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "E", + "section_title": "Population and Health", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Study Resource Booklet Figure E2: Cancer incidence in Asia, 2008. \nDescribe 3 significant differences in cancer incidence between South-Eastern Asia and \nEastern Asia. \n \nDifference 1: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nDifference 2: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nDifference 3: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: \n\n===== PAGE 18 =====\n18", + "resource_refs": [ + "Figure E2" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_E3", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "E", + "section_title": "Population and Health", + "question_number": "3", + "marks": 5.0, + "question": "5m 3. Study Resource Booklet Figure E3: Malaria incidence, 2000–2012. \nDescribe and explain the pattern and trend of malaria incidence. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure E3" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_E4", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "E", + "section_title": "Population and Health", + "question_number": "4", + "marks": 4.0, + "question": "4m 4. Explain briefly 4 possible measures to reduce the spread of infectious diseases as global \ntourism and travel increase. \n \nMeasure 1: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasure 2: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasure 3: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasure 4: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 19 =====\n19", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_F1", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "F", + "section_title": "Globalisation and Transnational Corporations (TNCs)", + "question_number": "1", + "marks": 1.0, + "question": "1m 1. What is globalisation? \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_F2", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "F", + "section_title": "Globalisation and Transnational Corporations (TNCs)", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Give 3 factors that have influenced the process of globalisation. \n \nFactor 1: ................................................................................................................... \n \n ................................................................................................................................. \n \nFactor 2: ................................................................................................................... \n \n ................................................................................................................................. \n \nFactor 3: ................................................................................................................... \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_F3", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "F", + "section_title": "Globalisation and Transnational Corporations (TNCs)", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Study Table F1 below: Examples of adaptations by Transnational Corporations (TNCs). \n \nEntertainment industry Food industry \nx Mickey Mouse is dressed in traditional \nJapanese clothes in the Disney theme \npark located there. \nx MTV has created a range of music \nInternet stations for different countries \nall over the world. \nx Unilever has designed a range of Wall’s  \nice creams for Indonesia that uses more \ncoconut. \nx McDonald’s  opened  a  100%  vegetarian  \nrestaurant in Amritsar, India, home of a \nsacred Sikh temple. \n \nExplain, giving 2 reasons why transnational corporations (TNCs) adapt their products for \ndifferent markets. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \nStudent number: \n\n===== PAGE 20 =====\n20", + "resource_refs": [ + "Table F1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_F4", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "F", + "section_title": "Globalisation and Transnational Corporations (TNCs)", + "question_number": "4", + "marks": 3.0, + "question": "3m 4. Study Resource Booklet Figure  F1:  Distribution  of  the  McDonald’s  Restaurants,  1940–2007. \nDescribe and  suggest  reasons  for  the  global  spread  of  McDonald’s  Restaurants  since  1940. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure  F1" + ], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_wrt_F5", + "year": 2014, + "host": "Kraków, Poland", + "test_type": "WRT", + "section": "F", + "section_title": "Globalisation and Transnational Corporations (TNCs)", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. Describe and explain why some groups of people gain from the growth of TNCs in the host \ncountries while others lose out. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n....................................................................................................................................... \n \n....................................................................................................................................... \n \n....................................................................................................................................... \n \nend „", + "resource_refs": [], + "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_A1", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "A", + "section_title": "Weathering", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Explain how erosion is different from weathering. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_A2", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "A", + "section_title": "Weathering", + "question_number": "2", + "marks": 4.0, + "question": "4m 2. Study Resource Booklet Figure A1: Types of weathering. \nFor both photographs a and b, identify the type of weathering shown and explain the \nprocesses that lead to such an outcome. \n \nPhotograph a – type of weathering : ................................ ................................ ............ \n \nProcesses: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nPhotograph b – type of weathering : ................................ ................................ ............ \n \nProcesses: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_A3", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "A", + "section_title": "Weathering", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Account for 2 ways in which biological weathering can occur. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: \n\n===== PAGE 4 =====\n4", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_A4", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "A", + "section_title": "Weathering", + "question_number": "4", + "marks": 1.0, + "question": "1m 4. Study Peltier’s weathering diagram below. \nDetermine (circle the right answer) whether the role of chemical weathering will increase if: \na) Air temperature decreases and precipitation decreases, \nb) Air temperature decreases and precipitation increases, \nc) Air temperature increases and precipitation decreases, \nd) Air temperature increases and precipitation increases. \n \n \n \nPeltier’s weathering diagram : weathering regions of the world in relation to mean annual \ntemperature and rainfall, after Peltier (1950) \n(http://www.slideshare.net/maliadamit/rock-and-weathering-booklet). \n \n \nThis Section continues on the next page. \n \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_A5", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "A", + "section_title": "Weathering", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. Study climate graphs a and b below. \na) Match climate graphs a and b with the right city from the list below: \n● Cape Town (South Africa), \n● Casablanca (Morocco), \n● Kingston (Jamaica), \n● Kolkata (India), \n● Lima (Peru), \n● Reykjavík (Iceland). \nb) Use Peltier’s weathering diagram above to identify the dominant type of weathering in \nthese cities. \nWrite your answers in the table below. \n \n \nClimate graphs \n(http://drought.unl.edu/DroughtBasics/WhatisClimatology/ClimographsforSelectedInternationalCities.aspx). \n \nClimate \ngraph \nCity Dominant type of weathering \na \nb", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_A6", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "A", + "section_title": "Weathering", + "question_number": "6", + "marks": 2.0, + "question": "2m 6. What other factors can affect the rate of weathering apart from climate? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \na b \n\n===== PAGE 6 =====\n6 \nThis page is intentionally blank \n(you can use it for additional space for your notes or clearly marked answers if you wish). \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B1", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study the diagram below: Cross-section of a tropical storm. \nLabel the diagram below using letters (A–F) for the following phrases: \nA – Warm, moist air drawn into the area of low pressure, \nB – Central eye where there is no cloud, \nC – Water vapour evaporated from the warm sea surface, \nD – Spiralling winds around the low pressure, \nE – Descending dry air drawn into the centre of the system, \nF – Bands of rain and thick cloud. \n \n \nCross-section of a tropical storm \n(Miller, T. (ed.) 2009: Geography Teacher Guide. Heinemann).", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B2", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Study Resource Booklet Figure B1: Path of Cyclone Hudhud. \nDescribe the movement of C yclone Hudhud and its changes in magnitude between 9 th \nand 13th October 2014. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure B1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B3", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "3", + "marks": 1.0, + "question": "1m 3. Study Resource Booklet Figure B1: Path of Cyclone Hudhud. \nGive a reason for the changes in the magnitude of Cyclone Hudhud. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 8 =====\n8", + "resource_refs": [ + "Figure B1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B4", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. List the features of the weather you could measure at a weather station during the \npassage of a tropical cyclone. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B5", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. Account for the global distribution of tropical cyclones/hurricanes. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B6", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "6", + "marks": 1.0, + "question": "1m 6. Study the diagram below: Classification of mass movements. \nFill in the boxes in the diagram below using the following words: ‘dry’, ‘fast’, ‘slow’ and ‘wet’. \n \n \n \nClassification of mass movements \n(http://wmc.landfood.ubc.ca/webapp/media/IWM/watershed-science/sediment-cycles/Flow%20Diagram.png).", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_B7", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "B", + "section_title": "Tropical Storms", + "question_number": "7", + "marks": 3.0, + "question": "3m 7. Explain how mud flows , earth flows and rotational slides (see Classification of mass \nmovements diagram above) can be possible consequences of tropical storms. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 10 =====\n10 \nThis page is intentionally blank \n(you can use it for additional space for your notes or clearly marked answers if you wish). \n \n\n===== PAGE 11 =====\n11", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C1", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study Resource Booklet Figure C1: A photograph of an area of Iceland and Figure C2: A \nlarge-scale map of an area of Iceland. \na) Mark with an X the position where the photographer was standing on the marked trail on \nthe black-and-white map below. \nb) Draw an arrow to show the direction in which the photograph was taken on the black-\nand-white map below. \n \n \nFigure C2: A large-scale map of an area of Iceland \n(Skaftafell). \nStudent number: \n\n===== PAGE 12 =====\n12", + "resource_refs": [ + "Figure C1", + "Figure C2" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C2", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Study Resource Booklet Figure C2: A large-scale map of an area of Iceland. \nDescribe the distribution of the ice masses. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C3", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "3", + "marks": 1.0, + "question": "1m 3. Study Resource Booklet Figure C2: A large-scale map of an area of Iceland. \nWhich sketch cross-section below – a, b, c or d – best represents the shape of the land \nbetween points A and B? \n \n \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \na b \nc d \n\n===== PAGE 13 =====\n13", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C4", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "4", + "marks": 1.0, + "question": "1m 4. Study Resource Booklet Figure C3: A small-scale map of an area of Iceland. \nDraw a rectangle to represent the area shown by the large-scale map (Figure C2) on the \nblack-and-white map below. \n \n \nFigure C3: A small -scale map of an area of Iceland \n(Mál og menning). \n \n \nThis Section continues on the next page. \n \n \nStudent number: \n\n===== PAGE 14 =====\n14", + "resource_refs": [ + "Figure C2", + "Figure C3" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C5", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "5", + "marks": 2.0, + "question": "2m 5. Outline the ways in which photographs (e.g. Figure C1) and maps (e.g. Figures C2 and C3) \ncan contribute to describing the characteristics of an area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C6", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "6", + "marks": 3.0, + "question": "3m 6. Explain how climatic conditions lead to the formation of ice masses. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_C7", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "C", + "section_title": "Mapping Skills and Cold Environments", + "question_number": "7", + "marks": 4.0, + "question": "4m 7. Using your own knowledge, outline 2 ways in which cold environments can be used for short \nterm gains. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_D1", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "D", + "section_title": "Water Conflicts", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study the diagram below: A simplified diagram of the water cycle. \nOutline 2 ways in which human interference in the water cycle can affect the availability of \nwater. \n \n \nA simplified diagram of the water cycle \n(ygraph.com). \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \nStudent number: \n\n===== PAGE 16 =====\n16", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_D2", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "D", + "section_title": "Water Conflicts", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. Study the table below: Statistics of the 10 countries of the Nile Basin. \nComplete the percentages in column 6 (Share of water withdrawn from Nile (%)). \n \nStatistics of the 10 countries of the Nile Basin \n(Aquastats: FAO). \n1 2 3 4 5 6 7 \nCountry \nPrecipitation \n(mm) \nPopulation \n(millions) \nUrban \npopulation (%, \n2014) \nTotal water \nwithdrawn \nfrom Nile \n(million m3) \nShare of water \nwithdrawn \nfrom Nile \n(%) \nWithdrawal by use \n(%) \n \n \n2010 \n2025 \n(predicted) \n \n \n \nAgriculture \nDomestic \nIndustry \nSudan 250 33 58.4 34 26,935 97 2.6 0.4 \nEthiopia 848 83 126.9 19 5,550 93.6 6 0.4 \nEgypt 51 78.7 97.3 43 68,000 62.8 86 8 6 \nUganda 162 31.7 48.1 16 637 40 44.7 15 \nBurundi 1,274 7.1 10.1 12.1 288 0.3 77 17 0.6 \nRwanda 1,212 8.1 15.8 18.9 150 0.1 68 24 8 \nTanzania 1,071 52.3 70.9 26.4 5,184 89.4 10.2 0.5 \nEritrea 384 4.3 8.7 20 582 0.5 94.5 5.3 0.2 \nCongo \n(DRC) \n1,210 62.2 81.4 41 356 0.3 31.5 52.2 16.3 \nSouth \nSudan \n120 9.9 16.5 17 658 0.6 94.7 5 0.3 \nTotal 108,304", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_D3", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "D", + "section_title": "Water Conflicts", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study the table above: Statistics of the 10 countries of the Nile Basin. \nDraw a diagram in the space below, using the figures from column 6 to show how the water \nwithdrawn from the Nile is shared between countries. \n \n \n\n===== PAGE 17 =====\n17", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_D4", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "D", + "section_title": "Water Conflicts", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Figure D1: A physical and political map of the Nile Basin and the \ntable above: Statistics of the 10 countries of the Nile Basin. \nUsing them and your own knowledge, give 2 reasons why the physical geography of this \narea puts water supply at risk in this region. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_D5", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "D", + "section_title": "Water Conflicts", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. Study Resource Booklet Figure D1: A physical and political map of the Nile Basin and the \ntable above: Statistics of the 10 countries of the Nile Basin. \nUsing them and your own knowledge, discuss the threats to water security arising from the \nhuman geography of the area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \nStudent number: \n\n===== PAGE 18 =====\n18", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_D6", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "D", + "section_title": "Water Conflicts", + "question_number": "6", + "marks": 4.0, + "question": "4m 6. Study Resource Booklet Figure D2: Grand Ethiopian Renaissance Dam and Figure D3: Solar \npanels provide electricity for villages in Egypt with no access to centralised power. They \nprovide sustainable solutions for the supply of water, for example from groundwater sources. \nEvaluate the effects of projects such as: \na) The Grand Ethiopian Renaissance Dam and \nb) solar powered water pumps \non the future provision of water for Sudan and Egypt. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 19 =====\n19", + "resource_refs": [ + "Figure D2", + "Figure D3" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_E1", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "E", + "section_title": "Living in Slums", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Study Resource Booklet Figure E1: Satellite image of Petare slum in Caracas, Venezuela, \n2010. \nCompare the features of land use of the Petare slum area with its surrounding area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_E2", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "E", + "section_title": "Living in Slums", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Study Resource Booklet Figure E2: Map showing urban land use in Madras (Chennai), India. \nExplain why slum settlements are located at each of the sites A, B and C (marked on the \nmap) within Madras (Chennai). \n \nSite A: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nSite B: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nSite C: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 20 =====\n20", + "resource_refs": [ + "Figure E2" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_E3", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "E", + "section_title": "Living in Slums", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Study Resource Booklet Figure E3: Socio -economic structure of the slum population in \nMadras (Chennai), India, 2006. \nIdentify 2 different obstacles to achieving a higher standard of living faced by slum \ndwellers in Chennai, India. For each obstacle, outline why it is a problem. \n \nObstacle 1: ................................ ................................ ................................ ............... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nObstacle 2: ................................ ................................ ................................ ............... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E3" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_E4", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "E", + "section_title": "Living in Slums", + "question_number": "4", + "marks": 5.0, + "question": "5m 4. The Tamil Nadu Slum Clearance Board aims to clear all the slums in Chennai and provide \nself-contained hygienic housing for slum dwellers. Discuss the advantages and \ndisadvantages of this approach. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 21 =====\n21", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_F1", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "F", + "section_title": "Geography and Cultural Diversity", + "question_number": "1", + "marks": 4.0, + "question": "4m 1. Study Resource Booklet Figure F1: Traditional houses around the world (a–d). \nThese traditional houses are characteristic of which numbered locations (■) marked on \nthe world map below? \nWrite your answers in the table below. \n \n \nWorld map with numbered locations (■). \n \nTraditional house Location number \na \nb \nc \nd", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_F2", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "F", + "section_title": "Geography and Cultural Diversity", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Identify 4 factors that influence different types of traditional houses in particular locations \naround the world. \n \n1: ................................ ................................ ................................ ............................. \n \n2: ................................ ................................ ................................ ............................. \n \n3: ................................ ................................ ................................ ............................. \n \n4: ................................ ................................ ................................ ............................. \n \n \nStudent number: \n\n===== PAGE 22 =====\n22", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_F3", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "F", + "section_title": "Geography and Cultural Diversity", + "question_number": "3", + "marks": 1.0, + "question": "1m 3. Study Resource Booklet Figure F2: Map of South America’s indigenous languages. \nCompare the distribution of the native languages in Brazil and in Peru. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_F4", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "F", + "section_title": "Geography and Cultural Diversity", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Figure F2: Map of South America’s indigenous languages. \nSuggest reasons for the different distributions. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_F5", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "F", + "section_title": "Geography and Cultural Diversity", + "question_number": "5", + "marks": 2.0, + "question": "2m 5. Suggest 2 ways in which a local community can preserve its indigenous language(s) and \nits cultural heritage. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_wrt_F6", + "year": 2015, + "host": "Tver, Russia", + "test_type": "WRT", + "section": "F", + "section_title": "Geography and Cultural Diversity", + "question_number": "6", + "marks": 4.0, + "question": "4m 6. Discuss the ways in which globalisation negatively influences the environments and \ncultures of traditional societies around the world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nend ", + "resource_refs": [], + "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", + "marking_pdf": "2015iGeo_WRT_Marking.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_A1", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "1", + "marks": 1.0, + "question": "1m 1. Study Resource Booklet Figure A1: A photograph taken on the island of Viti Levu, Fiji. \nWhich of the locations A–F was most recently affected by a landslide? \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_A2", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. Study the figure below: The climatic data of Pacific Harbour, a city on the island of Viti Levu, \nFiji. \nWhich 4 months have the highest risk of landslides? \n \n \nThe climatic data of Pacific Harbour, a city on the island of Viti Levu, Fiji \n(http://en.climate‐data.org/location/775064). \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_A3", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "3", + "marks": 3.0, + "question": "3m 3. Identify 6 natural triggers that can cause landslides. \n \n1: ................................ ................................ ................................ ............................. \n \n2: ................................ ................................ ................................ ............................. \n \n3: ................................ ................................ ................................ ............................. \n \n4: ................................ ................................ ................................ ............................. \n \n5: ................................ ................................ ................................ ............................. \n \n6: ................................ ................................ ................................ ............................. \n \n \nJ F M A M J J A S O N D\nRainfall (mm) 307 280 347 321 219 144 133 129 158 188 224 223\nTemperature (°C) 26,5 26,7 26,3 25,5 24,4 23,7 22,8 22,8 23,4 24,3 25,1 25,9\n0\n50\n100\n150\n200\n250\n300\n350\n400\n20\n21\n22\n23\n24\n25\n26\n27\nRainfall (mm) \nTemperature (°C) \nPacific Harbour, island of Viti Levu, Fiji \n \nAltitude: 6 m Climate: Af °C: 24.8 mm: 2673 \nStudent number: \n\n===== PAGE 4 =====\n4", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_A4", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "4", + "marks": 3.0, + "question": "3m 4. Identify 6 human activities that can cause landslides. \n \n1: ................................ ................................ ................................ ............................. \n \n2: ................................ ................................ ................................ ............................. \n \n3: ................................ ................................ ................................ ............................. \n \n4: ................................ ................................ ................................ ............................. \n \n5: ................................ ................................ ................................ ............................. \n \n6: ................................ ................................ ................................ .............................", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_A5", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "5", + "marks": 3.0, + "question": "3m 5. Give 3 ways in which a landslide can cause damage to the environment and to people. \n \nDamage 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nDamage 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nDamage 3: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_A6", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "6", + "marks": 4.0, + "question": "4m 6. Outline 2 measures that can reduce the possibility of landslides occurring. \n \nMeasure 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_B1", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "B", + "section_title": "Tsunamis", + "question_number": "1", + "marks": 4.0, + "question": "4m 1. Draw an annotated diagram(s) to show how a tsunami can be caused by an earthquake. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_B2", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "B", + "section_title": "Tsunamis", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Study the figure below: Tsunami travel time contours with 30 minutes interval. \na) Provide the coordinates of the point A. \nb) If the tsunami occurred at 06:57 GMT at the location marked by the point A, what time \nwould it reach point B on the map? \n \n \nTsunami travel time contours with 30 minutes interval \n(http://www.incois.gov.in/DSSProducts/Product_RTWP/Web/images/02_dss120110183700_travel_time_A.jpg). \n \na) ................................ ................................ ................................ ............................. \n \nb) ................................ ................................ ................................ ............................. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_B3", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "B", + "section_title": "Tsunamis", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study the figure below: The relationship between the area of coastal vegetation and human \ndeath toll in various districts in Tamil Nadu, India in the wake of the Boxing Day Tsunami of \n2004. \nDescribe the relationship between the area of coastal vegetation and human death toll. \n \n \nThe relationship between the area of coastal vegetation and human death toll in various \ndistricts in Tamil Nadu, India in the wake of the Boxing Day Tsunami of 2004 \n(Kathiresan, K. and N. Rajendran 2005: Coastal mangrove forests mitigated tsunami. Estuarine, Coastal and Shelf Science 65 \n(3): 601–606, figure 2, p. 604, doi: 10.1016/j.ecss.2005.06.022). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "figure 2" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_B4", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "B", + "section_title": "Tsunamis", + "question_number": "4", + "marks": 4.0, + "question": "4m 4. Explain 2 ways in which the establishment or maintenance of coastal vegetation can aid in \ntsunami hazard management. \n \nWay 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nWay 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_B5", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "B", + "section_title": "Tsunamis", + "question_number": "5", + "marks": 3.0, + "question": "3m 5. In 2004 the Boxing Day Tsunami waves brought illegally dumped radioactive nuclear waste \nonto Somalia’s coast. \nExplain its effect for Somalia’s economy. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_C1", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "C", + "section_title": "Phewa Lake in Nepal", + "question_number": "1", + "marks": 1.0, + "question": "1m 1. Study Resource Booklet Figure C1: Height contour map of the region around Phewa Lake. \nEstimate the height of the surface of the lake. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_C2", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "C", + "section_title": "Phewa Lake in Nepal", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. Study Resource Booklet Figure C1: Height contour map of the region around Phewa Lake. \nEstimate the length of the perimeter of Phewa Lake. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_C3", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "C", + "section_title": "Phewa Lake in Nepal", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Study Resource Booklet Figures C1 : Height contour map of the region around Phewa Lake \nand \nC2: A land use map of the Phewa Lake Catchment Area. \nDraw a labelled profile of the transect A–B using both maps. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 10 =====\n10", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_C4", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "C", + "section_title": "Phewa Lake in Nepal", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Figure C3: Change in Phewa Lake area between 1988 and 2012. \nDescribe the changes in the area of Phewa Lake between 1988 and 2012. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C3" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_C5", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "C", + "section_title": "Phewa Lake in Nepal", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. Study Resource Booklet Figure C2: A land use map of the Phewa Lake Catchment Area. \nExplain how the land use surrounding Phewa Lake can affect the lake in 2 ways. \n \nWay 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nWay 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_C6", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "C", + "section_title": "Phewa Lake in Nepal", + "question_number": "6", + "marks": 3.0, + "question": "3m 6. Evaluate the impact of recreational development on Phewa Lake area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 11 =====\n11", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D1", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "1", + "marks": 1.5, + "question": "1.5m 1. Study the figure below: The sailing ships route. \nDescribe where and explain why sailing ships experienced the highest (wind) speeds? \n \n \nThe sailing ships route \n(original: https://upload.wikimedia.org/wikipedia/commons/f/f7/ClipperRoute.png, \ncartographic base: http://www.vectorworldmap.com/vectormaps/vector -world -map-v2.2-blank.jpg ). \n \nArea: ................................ ................................ ................................ ........................ \n \nReason: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D2", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. From the figure: The sailing ships route (map above), \ndescribe where and explain why they experienced decreased (wind) speeds? \n \nArea 1: ................................ ................................ ................................ ..................... \n \nReason: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ . \n \nArea 2: ................................ ................................ ................................ ..................... \n \nReason: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 12 =====\n12", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D3", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study the figure below: The approximate plane flight routes. \na) Explain why route A is usually used when flying from America to Asia. \nb) Explain why route B is usually used when flying from Asia to America. \n \n \nThe approximate plane flight routes \n(original: https://en.wikipedia.org/wiki/…#/media/File:…_…_routes.svg, \ncartographic base: \nhttps://en.wikipedia.org/wiki/Template:Location_map_Pacific_Ocean#/media/File:Pacific_Ocean_laea_location_map.svg). \n \na) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nb) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D4", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "4", + "marks": 2.5, + "question": "2.5m 4. Study Resource Booklet Figure D1: Wind speed and wind turbine power output. \na) What is the minimum wind speed necessary for a wind turbine to produce electricity? \nb) Specify in which wind conditions a wind turbine can produce the greatest power output. \nc) Why is no electricity produced at very high wind speeds? \n \na) ................................ ................................ ................................ ............................. \n \nb) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nc) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 13 =====\n13", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D5", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "5", + "marks": 1.0, + "question": "1m 5. Study Resource Booklet Figure D2: Distribution of annual mean wind speed at 80 m above \nground level. \nExplain why the mean wind speed in the area indicated on the map by arrow A is significantly \nhigher than in the surrounding regions. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D6", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "6", + "marks": 3.0, + "question": "3m 6. Study Resource Booklet Figures D2: Distribution of annual mean wind speed at 80 m above \nground level and \nD3: A photo of a wind farm. \nThe area indicated on the map by arrow B has one of the highest mean wind speed in Africa. \nGive 3 reasons why the area is not used for the location of wind farms. \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_D7", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "D", + "section_title": "Wind Speed", + "question_number": "7", + "marks": 2.0, + "question": "2m 7. Study Resource Booklet Figure D2: Distribution of annual mean wind speed at 80 m above \nground level. \nExplain why Greenland, which is not known for hurricanes, hosts some of the strongest \nwinds on the planet, called tip jets. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_E1", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "E", + "section_title": "Population Trends and Challenges", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study the figure below: World population 1750–2050. \nGive 2 reasons why total world population growth accelerated significantly after 1950. \n \n \nWorld population 1750–2050 \n(Population Reference Bureau, 2011). \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_E2", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "E", + "section_title": "Population Trends and Challenges", + "question_number": "2", + "marks": 4.0, + "question": "4m 2. Suggest 4 measures which a fast growing population / country should include in its Family \nPlanning Policy in order to control its population growth in the future. \n \nMeasure 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 3: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 4: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 16 =====\n16", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_E3", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "E", + "section_title": "Population Trends and Challenges", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. One of the most dominant contemporary demographic processes in developed countries is \nthat of an ageing population. \nOutline 2 positive implications of this process. \n \nImplication 1: ................................ ................................ ................................ ............ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImplication 2: ................................ ................................ ................................ ............ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 17 =====\n17", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_E4", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "E", + "section_title": "Population Trends and Challenges", + "question_number": "4", + "marks": 5.0, + "question": "5m 4. Study Resource Booklet Table E1: Age and sex structure in United Arab Emirates (UAE) \n(2014). \nDraw United Arab Emirates’ (UAE) population pyramid showing the share (%) of the \npopulation.", + "resource_refs": [ + "Table E1" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_E5", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "E", + "section_title": "Population Trends and Challenges", + "question_number": "5", + "marks": 2.0, + "question": "2m 5. Study Resource Booklet Tables E1: Age and sex structure in United Arab Emirates (UAE) \n(2014), \nE2: United Arab Emirates (UAE) selected demographic data (2000–2014) and \nyour population pyramid. \nSuggest a reason for the unbalanced age and sex structure of the United Arab Emirates \n(UAE) population, and explain the underlying cause(s) behind that. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 18 =====\n18 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 19 =====\n19", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_F1", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Theories and Development", + "question_number": "1", + "marks": 3.0, + "question": "3m 1. Study the figures A–C below: Urban development models. \nThe numbers and shades refer to different land uses. \nDescribe the urban development in each of the 3 models. \n \nUrban development \nmodel \nDescription of urban development \n \n \n \n \n \n \n(https://www.khanacademy.org/test-prep/mcat/social-sciences-practice/social-science-practice-tut/e/social-structures---passage-1).", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_F2", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Theories and Development", + "question_number": "2", + "marks": 2.0, + "question": "2m 2. Study Resource Booklet Figure F1: A photo of Barcelona, Spain. \na) Which area/zone (1–10) in the urban development models (see previous question) does \nthis picture correspond to? \nb) What are 3 main characteristics of this area/zone? \n \na) ................................ ................................ ................................ ............................. \n \nb) Characteristic 1: ................................ ................................ ................................ .... \n \nCharacteristic 2: ................................ ................................ ................................ ........ \n \nCharacteristic 3: ................................ ................................ ................................ ........ \n \n \nStudent number: \nA \nB \nC \n\n===== PAGE 20 =====\n20", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_F3", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Theories and Development", + "question_number": "3", + "marks": 2.0, + "question": "2m 3. Study Resource Booklet Figure F2: Urban “fingerprints”. \nMatch the street block layouts (A, B, C and D) with the corresponding urban “fingerprints” \ngraphs (1, 2, 3 and 4). \n \n \nStreet block layout A corresponds to \n \nfingerprint graph no.: ………………… \n \nStreet block layout B corresponds to \n \nfingerprint graph no.: ………………… \n \nStreet block layout C corresponds to \n \nfingerprint graph no.: ………………… \n \nStreet block layout D corresponds to \n \nfingerprint graph no.: ………………… \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nA B \nC D \n\n===== PAGE 21 =====\n21", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_F4", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Theories and Development", + "question_number": "4", + "marks": 4.0, + "question": "4m 4. Discuss how urban (spatial) structure influences energy efficiency in cities. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_wrt_F5", + "year": 2016, + "host": "Beijing, China", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Theories and Development", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. The “smart city” concept of future urban development is being introduced in many countries. \nElaborate how this concept can be disadvantageous for cities? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nend  \nStudent number:", + "resource_refs": [], + "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", + "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_A1", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "A", + "section_title": "Geography of Sport", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. After the 1992 Rio de Janeiro’s Earth Summit ‘a responsible concern for environmental \nissues’ was added to the Olympic Charter. \nIdentify 4 ways that sporting mega-events can promote environmental sustainability. \n \nWay 1: ...................................................................................................................... \n \n ................................................................................................................................. \n \nWay 2: ...................................................................................................................... \n \n ................................................................................................................................. \n \nWay 3: ...................................................................................................................... \n \n ................................................................................................................................. \n \nWay 4: ...................................................................................................................... \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_A2", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "A", + "section_title": "Geography of Sport", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Study Resource Booklet Figure A1: Location of Olympic zones for Summer Olympics in 2016 \nin Rio de Janeiro. \nWith the help of the information provided suggest 3 challenges faced in developing the \nOlympic zones in Rio de Janeiro. \n \nChallenge 1: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nChallenge 2: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nChallenge 3: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: 14 \n\n===== PAGE 4 =====\n4", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_A3", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "A", + "section_title": "Geography of Sport", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Olympic Games are followed by the Paralympic Games – a major international multi -sport \nevent involving athletes with a range of disabilities. \nOutline 2 changes the Paralympic Games have brought about in society. \n \nChange 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nChange 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_A4", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "A", + "section_title": "Geography of Sport", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Study Resource Booklet Figure A2: Time series of sport -related costs for Olympics 1960–\n2016. \nDescribe 2 main trends in the cost of hosting the Olympic Games. \n \nTrend 1: .................................................................................................................... \n \n ................................................................................................................................. \n \nTrend 2: .................................................................................................................... \n \n .................................................................................................................................", + "resource_refs": [ + "Figure A2" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_A5", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "A", + "section_title": "Geography of Sport", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. Mark with an ‘X’ on the continuum below to show how far you agree or disagree with the \nfollowing statement: \n“The positive impacts of sporting mega-events often exceed the negative impacts”. \n \nStrongly agree Strongly disagree \n \nWith the help of the information already provided justify your response. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_B1", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "B", + "section_title": "Climate and Weather", + "question_number": "1", + "marks": 4.5, + "question": "4.5 m 1. Study Resource Booklet Table B1: The climate data for Addis Ababa, Ethiopia. \nDraw a climate graph based on the data from the Table B1.", + "resource_refs": [ + "Table B1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_B2", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "B", + "section_title": "Climate and Weather", + "question_number": "2", + "marks": 2.5, + "question": "2.5 m 2. Study Resource Booklet Table B1: The climate data for Addis Ababa, Ethiopia and \nyour climate graph for Addis Ababa, Ethiopia above. \nIdentify the wet (rainy) season and explain the main factors causing the rain in this season. \n \nWet season: .............................................................................................................. \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: 14 \n\n===== PAGE 6 =====\n6", + "resource_refs": [ + "Table B1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_B3", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "B", + "section_title": "Climate and Weather", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Study Resource Booklet Table B1: The climate data for Addis Ababa, Ethiopia and \nyour climate graph for Addis Ababa, Ethiopia above. \nSuggest 3 reasons for the monthly average temperature pattern (over a year) in Addis \nAbaba, Ethiopia. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Table B1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_B4", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "B", + "section_title": "Climate and Weather", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Study Resource Booklet Figure B2: Surface pressure maps of 9–10 December 2014. \nExplain the distribution of air pressure in the Northern Atlantic and over the European \ncontinent on 9–10 December 2014. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure B2" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_B5", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "B", + "section_title": "Climate and Weather", + "question_number": "5", + "marks": 3.0, + "question": "3 m 5. Study Resource Booklet Figure B2: Surface pressure maps of 9–10 December 2014. \nBased on the observed movement of fronts, forecast the weather for 3 regions in Europe in \nthe following 24 hours (11 December 2014). \n \nRegion 1: .................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nRegion 2: .................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nRegion 3: .................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [ + "Figure B2" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_C1", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "C", + "section_title": "Transportation and its Environmental Impact", + "question_number": "1", + "marks": 3.0, + "question": "3 m 1. Study Resource Booklet Figure C1: The dominant road networks, shipping lanes and airline \nroutes around the world. \nDescribe the spatial pattern on a global scale of: \n \nRoad networks: ......................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nShipping lanes: ......................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nAirline routes: ............................................................................................................ \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_C2", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "C", + "section_title": "Transportation and its Environmental Impact", + "question_number": "2", + "marks": 4.0, + "question": "4 m 2. Study Resource Booklet Figure C1: The dominant road networks, shipping lanes and airline \nroutes around the world. \nSuggest 4 reasons for the pattern of transport routes. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 4: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: 14 \n\n===== PAGE 8 =====\n8", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_C3", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "C", + "section_title": "Transportation and its Environmental Impact", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Study Resource Booklet Figure C2: The rail network in South Africa and \nthe 2 Tables below. \nWith the help of the information provided suggest 4 reasons for the proportion of freight \n(cargo) transport modes. \n \nTable: The freight (cargo) transport in South Africa (2012). \n \nCorridor Road (Mtons) Rail (Mtons) \nPretoria / Johannesburg – Durban 46.8 6.4 \nPretoria / Johannesburg – Cape Town 34.2 1.7 \nDurban – Cape Town 9.0 < 0.1 \nDurban – East London 8.8 < 0.1 \nPretoria / Johannesburg – Port Elizabeth 5.7 0.3 \nOther corridors 79.4 27.1 \nMetropolitan areas 124.1 5.8 \nRural areas 255.0 39.0 \nTotal 563.1 80.3 \nAdapted from https://www.environment.gov.za/sites/default/files/docs/publications/freightshift_roadtorail.pdf \n \nTable: The annual costs of road and rail freight (cargo) transport in South Africa (2014). \n \n Road (Rand, billion) Rail (Rand, billion) \nVehicle capital cost 25 2.0 \nInfrastructure capital cost 7.0 4.0 \nVehicle operating cost 422 47 \nInfrastructure operating cost 2.0 \nhttps://www.environment.gov.za/sites/default/files/docs/publications/freightshift_roadtorail.pdf \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 4: ................................................................................................................. \n \n .....................................................................................…", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_C4", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "C", + "section_title": "Transportation and its Environmental Impact", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. Discuss the environmental impact of building railways. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: 14 \n\n===== PAGE 10 =====\n10 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 11 =====\n11", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_D1", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "D", + "section_title": "Tides", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Identify 4 factors causing and/or influencing tides. \n \nFactor 1: ................................................................................................................... \n \nFactor 2: ................................................................................................................... \n \nFactor 3: ................................................................................................................... \n \nFactor 4: ...................................................................................................................", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_D2", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "D", + "section_title": "Tides", + "question_number": "2", + "marks": 5.0, + "question": "5 m 2. Draw an annotated diagram(s) to explain how 2 very high tides occur twice during a day \n(24 hours) when there is a full moon. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: 14 \n\n===== PAGE 12 =====\n12", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_D3", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "D", + "section_title": "Tides", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Study Resource Booklet Figures D1– D3: Photos and satellite imagery of Mont Saint -Michel, \nFrance. \nRead the textbox below. \nWith the help of the information provided, suggest 4 reasons why massive landscape-\nchanging projects were started at Mont Saint-Michel in 2006. \n \nTextbox \nMont Saint-Michel is a famous tourist destination in France, and is world heritage listed. It is \nan island located about 1 km off the country’s north -western coast, at the mouth of the \nCouesnon River, which has been canalized. The area has a high tidal ran ge, at \napproximately 14 m between high and low water marks. Mont Saint -Michel was previously \nconnected to the mainland by a tidal causeway (a path uncovered only at low tide). This \nwas converted into a raised, permanently dry, causeway in 1879. Coastal fla ts on the \nadjacent mainland have been reclaimed (made into polders) creating pastureland in \naddition to occasional flood-induced salt marsh meadows used for grazing. \nIn 2006 a €164 million project was announced to build a hydraulic dam using the waters of \nthe Couesnon River. Another €209 million project included the removal of the causeway \nand visitor car park, replacing it with a new bridge. \nAdapted from https://en.wikipedia.org/wiki/Mont_Saint-Michel \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 4: ............................…", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_D4", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "D", + "section_title": "Tides", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. Study Resource Booklet Figure D4: Artistic impression of a future tidal lagoon power plant, \nwhere an artificial lagoon is created within seawalls. \nSuggest one Strength, one Weakness, one Opportunity, and one Threat (SWOT analysis) for \nany new tidal power plants that could be constructed across the world, besides energy \nproduction. \n \nStrength: \n \n \n \n \n \n \n \n \n \n \n \nWeakness: \nOpportunity: \n \n \n \n \n \n \n \n \n \n \n \nThreat: \n \n \nStudent number: 14 \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [ + "Figure D4" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_E1", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "E", + "section_title": "Soil Degradation", + "question_number": "1", + "marks": 3.0, + "question": "3 m 1. Describe 3 functions of soil. \n \nFunction 1: ................................................................................................................ \n \n ................................................................................................................................. \n \nFunction 2: ................................................................................................................ \n \n ................................................................................................................................. \n \nFunction 3: ................................................................................................................ \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_E2", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "E", + "section_title": "Soil Degradation", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Identify 4 natural causes of soil degradation. \n \nNatural cause 1: ........................................................................................................ \n \n ................................................................................................................................. \n \nNatural cause 2: ........................................................................................................ \n \n ................................................................................................................................. \n \nNatural cause 3: ........................................................................................................ \n \n ................................................................................................................................. \n \nNatural cause 4: ........................................................................................................ \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_E3", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "E", + "section_title": "Soil Degradation", + "question_number": "3", + "marks": 2.0, + "question": "2 m 3. Identify 4 indicators that signify soil degradation resulting from human actions. \n \nIndicator 1: ................................................................................................................ \n \n ................................................................................................................................. \n \nIndicator 2: ................................................................................................................ \n \n ................................................................................................................................. \n \nIndicator 3: ................................................................................................................ \n \n ................................................................................................................................. \n \nIndicator 4: ................................................................................................................ \n \n ................................................................................................................................. \n \nStudent number: 14 \n\n===== PAGE 16 =====\n16", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_E4", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "E", + "section_title": "Soil Degradation", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. Study Resource Booklet Figures E1 and E2: Photos of examples of soil degradation. \nName and explain the soil degradation processes. \n \nFigure E1 process: .................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nFigure E2 process: .................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure E1", + "Figure E2" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_E5", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "E", + "section_title": "Soil Degradation", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. Study Resource Booklet Figures E1 and E2: The photos of the examples of soil degradation. \nOutline measures that could reduce the severity of both types of soil degradation. \n \nMeasures for figure E1: ............................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasures for figure E 2: ............................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 17 =====\n17", + "resource_refs": [ + "figure E1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_F1", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "F", + "section_title": "Food Security", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure F1: The trajectory of undernourishment in developing \nregions: actual and projected progress towards the World Food Summit (WFS) and \nMillennium Development Goal (MDG) targets. \nDescribe the progress made in achieving the World Food Summit (WFS) and the \nMillennium Development Goal (MDG) targets. \n \nWorld Food Summit (WFS) : ....................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMillennium Development Goal (MDG): ........................................................................ \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_F2", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "F", + "section_title": "Food Security", + "question_number": "2", + "marks": 1.0, + "question": "1 m 2. Study Resource Booklet Figure F1: The trajectory of undernourishment in developing \nregions: actual and projected progress towards the World Food Summit (WFS) and \nMillennium Development Goal (MDG) targets. \nSuggest the main reason why there was a difference in meeting the 2 targets. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_F3", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "F", + "section_title": "Food Security", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Study Resource Booklet Figure F2: Nine influences on food security. \nSelect 2 of the categories in the following list (Environmental, Political, Social/Cultural and \nEconomic) and with the help of the information provided explain how factors in each category \ncontribute to the causes of food insecurity. \n \nCategory 1: ............................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nCategory 2: ............................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nStudent number: 14 \n\n===== PAGE 18 =====\n18", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_F4", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "F", + "section_title": "Food Security", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. Outline 2 strategies to eliminate hunger. \n \nStrategy 1: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nStrategy 2: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_wrt_F5", + "year": 2017, + "host": "Belgrade, Serbia", + "test_type": "WRT", + "section": "F", + "section_title": "Food Security", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. Discuss why food waste is high in developed countries. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \nend  end  end  end ", + "resource_refs": [], + "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", + "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_A1", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "A", + "section_title": "Population", + "question_number": "1", + "marks": null, + "question": "1. Study Resource Booklet Figure A1: Population growth, 2015. \n2 m Outline why the highest population growth is found in countries like Mali, Chad, and \nDemographic Republic of the Congo. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_A2", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "A", + "section_title": "Population", + "question_number": "2", + "marks": null, + "question": "2. Study Resource Booklet Table A1: Population data – selected years. \n4 m (a) Draw a graph which shows the Age Dependency Ratio for Countries A, C, D and F. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n2 m (b) Describe the trends shown in the graph. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 15 \n\n===== PAGE 4 =====\n4", + "resource_refs": [ + "Table A1" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_A3", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "A", + "section_title": "Population", + "question_number": "3", + "marks": 2.0, + "question": "2 m 3. Study Resource Booklet Table A1: Population data – selected years. \nIdentify the country which is likely to be least developed and explain why. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Table A1" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_A4", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "A", + "section_title": "Population", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Study Resource Booklet Table A1: Population data – selected years. \nIdentify the country which is likely to be experiencing economic growth and explain why. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Table A1" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_A5", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "A", + "section_title": "Population", + "question_number": "5", + "marks": 3.0, + "question": "3 m 5. Outline 3 possible impacts that an ageing society may have on a country’s economic \ndevelopment. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_B1", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "B", + "section_title": "Tourism: The Rise of Airbnb", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. Give 2 reasons why tourists may visit large cities, such as New York. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_B2", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "B", + "section_title": "Tourism: The Rise of Airbnb", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Study Resource Booklet Figure B1: Five boroughs of New York City and sub-districts of \nManhattan and Figure B2: Distribution of hotels and Airbnb properties throughout New York \nCity. \nIdentify 2 patterns shown on the map and explain each pattern that you have given. \n \nPattern 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nExplanation: ................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nPattern 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nExplanation: ................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: 15 \n\n===== PAGE 6 =====\n6", + "resource_refs": [ + "Figure B1", + "Figure B2" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_B3", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "B", + "section_title": "Tourism: The Rise of Airbnb", + "question_number": "3", + "marks": 5.0, + "question": "5 m 3. Study the Table below. Choose an appropriate graphing method to display the data in the \nspace provided. You need to clearly show on the same graph how in some cities hotels are \nless expensive than Airbnb while in other cities hotels are more expensive than Airbnb. \n \nTable: Average cost difference between hotel and Airbnb properties in selected cities in the \nworld, in 2016. (in US dollars per night) \nCity Hotels are less expensive than Airbnb by (USD): \nBarcelona 139.42 \nSan Diego 61.73 \nNew Orleans 9.62 \nSan Francisco 3.49 \nCity Hotels are more expensive than Airbnb by (USD): \nLos Angeles 5.09 \nAmsterdam 44.72 \nSydney 44.96 \nVienna 71.62 \nNew York 81.80 \nLondon 108.29 \nSource: https://www.busbud.com/blog/airbnb-vs-hotel-rates/ \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_B4", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "B", + "section_title": "Tourism: The Rise of Airbnb", + "question_number": "4", + "marks": 6.0, + "question": "6 m 4. Study Resource Booklet Figure B3: Airbnb protest in Barcelona and the Figure below. \n \nFigure: Some Airbnb data for Barcelona \n €1 billion in economic activity from Airbnb \n €167 million earned by local households \n 16,100 hosts \n 20,000 listings \n 27 million tourists in 2012 to more than 34 million in 2016. \nOver 25 % increase in four years. \n 40% of Barcelona’s tourist apartments are illegal. \n City is facing a housing problem for those who live and work here. \nRents increased by 16.5% in 2016. \n(http://www.independent.co.uk/travel/news-and-advice/barcelona-locals-hate-tourists-why-reasons-spain-protests-arran-airbnb-locals-attacks-\ngraffiti-a7883021.html, https://www.airbnbcitizen.com/airbnb-community-generated-more-than-e1-billion-in-barcelona-in-2016/) \n \nEvaluate whether the introduction of Airbnb to cities like Barcelona is more positive or negative \nfor local people. Your decision should be based on both economic and social impacts \nsupported with/by specific evidence. \n \nSocial: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEconomic: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ......................…", + "resource_refs": [ + "Figure B3" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_C1", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "C", + "section_title": "Environmental Geography: Coral reefs", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure C1: Location of coral reefs. \nDescribe the global pattern for the location of coral reefs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_C2", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "C", + "section_title": "Environmental Geography: Coral reefs", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Explain why coral reefs are considered to be of great value. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_C3", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "C", + "section_title": "Environmental Geography: Coral reefs", + "question_number": "3", + "marks": null, + "question": "3. Study Resource Booklet Figure C2: Threats to coral reefs. \n3 m (a) Outline the major types of threats to coral reefs in 3 different regions of the world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: 15 \n\n===== PAGE 10 =====\n10 \n2 m (b) Tourism is often regarded as a major threat to coral reefs. Identify 4 ways in which tourists \ncause damage to reefs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_C4", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "C", + "section_title": "Environmental Geography: Coral reefs", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Study Resource Booklet Figure C3: Photographs showing change in a coral reef. \n What name is given to the change shown in the photographs and why does it occur? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C3" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_C5", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "C", + "section_title": "Environmental Geography: Coral reefs", + "question_number": "5", + "marks": 1.0, + "question": "1 m 5. Nature can also be responsible for damage to coral reefs. Describe a natural threat to coral \nreefs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_C6", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "C", + "section_title": "Environmental Geography: Coral reefs", + "question_number": "6", + "marks": 2.0, + "question": "2 m 6. Study Resource Booklet Figure C4: Marine Protected Areas. \nSome areas of the ocean have been declared Marine Protected Areas (MPA). Outline the \nproblems associated with the management (administering and enforcing) of MPAs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 11 =====\n11", + "resource_refs": [ + "Figure C4" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_D1", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "D", + "section_title": "River Catchments", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. Define the term river catchment. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_D2", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "D", + "section_title": "River Catchments", + "question_number": "2", + "marks": null, + "question": "2. Study the Figure below. \n1.5 m (a) On the diagram, draw a line to clearly identify the boundary of the Farmhouse Creek catchment. \n \n \n \nFigure: Farmhouse Creek (River) \n \n \n0.5 m (b) What name is given to this boundary? \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \nStudent number: 15 \n\n===== PAGE 12 =====\n12 \n \n2 m (c) In the space below, draw (sketch) 2 labelled diagrams to show the shape of the creek \nchannel at Point X and Point Y, respectively. \n \nX Y \n \n \n2 m (d) Give 2 reasons why the mean stream velocity is likely to be greater at point Y than point X \nas shown on the Figure: Farmhouse Creek (River). \n \nReason 1: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 13 =====\n13", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_D3", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "D", + "section_title": "River Catchments", + "question_number": "3", + "marks": null, + "question": "3. Examine the data in the Table below. \n \nTable: Water velocity in metres per second \nDepth (m) \nDistance from Left Bank (A) in metres \n0.2 0.4 0.6 0.8 1.0 \n0.1 0.53 0.41 0.38 0.21 0.10 \n0.2 0.58 0.33 0.26 0.11 \n0.3 0.46 0.22 0.18 \n0.4 0.32 0.10 0.04 \n0.5 0.15 0.05 \n \n \n2 m (a) On the Figure below: \ni) Plot the water velocities given in the table, and \nii) Draw in isovels (lines of equal velocity) at intervals of 0.1 metres per second. \n \n \n \n \n \n2 m (b) Describe and explain variations across the channel. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 14 =====\n14", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_D4", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "D", + "section_title": "River Catchments", + "question_number": "4", + "marks": null, + "question": "4. Study the Figure below. \n \n Figure: Hjulström Curve \n \n \n \n \n \n1 m (a) Describe the relationship between the settling velocity and the particle size. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n1 m (b) Explain why the settling velocity curve is below that for the erosion velocity. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_D5", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "D", + "section_title": "River Catchments", + "question_number": "5", + "marks": 2.0, + "question": "2 m 5. Discuss why the statement “Everyone lives in a catchment” is important in catchment \nmanagement. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n===== PAGE 16 =====\n16 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 17 =====\n17", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_E1", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "E", + "section_title": "Ebola Disease Outbreaks", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure E1: Key facts on Ebola and Figure E2: Distribution, frequency \nand magnitude of Ebola outbreaks to 30th November 2014. \nDescribe the pattern of Ebola outbreaks in Africa over time. In your answer, refer to both \nfrequency and magnitude. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E1", + "Figure E2" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_E2", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "E", + "section_title": "Ebola Disease Outbreaks", + "question_number": "2", + "marks": 4.0, + "question": "4 m 2. Study Figure E2: Distribution, frequency and magnitude of Ebola outbreaks to 30th November \n2014 and Figure E3: Cases and deaths, Ebola outbreak to 27 March 2016. \n \nCompare and contrast how the outbreak of the Ebola disease affected the 3 main countries \nbetween November 2014 and 27 March 2016. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: 15 \n\n===== PAGE 18 =====\n18", + "resource_refs": [ + "Figure E2", + "Figure E3" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_E3", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "E", + "section_title": "Ebola Disease Outbreaks", + "question_number": "3", + "marks": null, + "question": "3. Study Figure E 4: Time series of cumulative Ebola deaths in the districts of Guinea, Liberia, \nand Sierra Leone, 2014-2015. \n \n0.5 m (a) In what order should the maps be arranged to show the geographic spread of the Ebola \ndisease in the three most affected countries? \n \n ................................ ................................ ................................ ................................ . \n \n1.5 m (b) Describe the origin and the spread of the Ebola disease. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_E4", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "E", + "section_title": "Ebola Disease Outbreaks", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. Identify and explain 2 factors that contributed to the failure to control this Ebola outbreak. \n \nFactor 1 : \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nFactor 2 : \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 19 =====\n19", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_E5", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "E", + "section_title": "Ebola Disease Outbreaks", + "question_number": "5", + "marks": 2.0, + "question": "2 m 5. Ebola outbreaks may cause various impacts for different groups in society such as women \nand children. \nSelect one of these two groups and explain why the impacts of the Ebola outbreak would be \nmore serious for this group within society. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_E6", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "E", + "section_title": "Ebola Disease Outbreaks", + "question_number": "6", + "marks": 2.0, + "question": "2 m 6. Study the Table below. \nIdentify the country which is likely to have had the best systems in place to respond to the \nEbola outbreak. Give reasons for your answer. \n \nTable: Statistical data on selected countries affected by the 2014-15 Ebola outbreak \n(Source: WHO) \nCountry Guinea Liberia Mali Nigeria Sierra \nLeone \nPopulation (in millions) 12.61 4.50 17.60 182.20 6.45 \nGross National Income per \ncapita (PPP1 $) 1,160 790 1,540 5,360 1,750 \nGovernment health \nexpenditure per capita (PPP1 $) 33 31 25 118 38 \nMedical doctors \nper 100,000 10.0 1.4 8.3 40.8 2.2 \nPopulation using improved \nsanitation % 20 17 25 29 13 \n1 Purchasing Power Parity (PPP) is used to make comparisons across different currencies \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 20 =====\n20 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 21 =====\n21", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_F1", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "F", + "section_title": "Glaciers", + "question_number": "1", + "marks": null, + "question": "1. Study Resource Booklet Figure F1: Photographs of main types of glaciers. \n \n2 m (a) Name two differences between continental and valley glaciers. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n1 m (b) Name one specific location where each type of glacier may be found. \n \nContinental : ................................ ................................ ................................ ............... \n \nValley: ................................ ................................ ................................ .......................", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_F2", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "F", + "section_title": "Glaciers", + "question_number": "2", + "marks": null, + "question": "2. Study Resource Booklet Figure F2: Global glacier thickness change. \n \n2 m (a) Describe the overall trend in cumulative global glacier thickness between 1961 and 2005. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n3 m (b) Explain why this trend in cumulative glacier thickness is occurring. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 15 \n\n===== PAGE 22 =====\n22", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_F3", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "F", + "section_title": "Glaciers", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Study Resource Booklet Figure F2: Global glacier thickness change. \nOutline the extent to which volcanic eruptions such El Chichon in March 1982, appear to have \nhad an impact on the overall trend in global glacial thickness. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_F4", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "F", + "section_title": "Glaciers", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Taking into consideration the link between ice melting and changes of albedo, explain what \nthe phrase “positive feedback” means? \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_wrt_F5", + "year": 2018, + "host": "Québec, Canada", + "test_type": "WRT", + "section": "F", + "section_title": "Glaciers", + "question_number": "5", + "marks": 2.0, + "question": "2 m 5. Study Resource Booklet Figure F3: Climatic snow line. \nAlthough glaciers are most commonly found above the snowline, the snow line varies around \nthe globe. Thus, location at a certain latitude and altitude does not automatically mean that a \nglacier will develop. \nExplain 4 factors that will determine if a glacier forms at a particular latitude and altitude. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n end ", + "resource_refs": [ + "Figure F3" + ], + "source_pdf": "WRT_QUESTION_2018iGeo.pdf", + "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_A1", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "A", + "section_title": "Agriculture and Climate Change", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study Resource Booklet Figure A1: Impact of climate change on agricultural yields between \n2003 and 2080 (projections). \nIdentify the 4 areas (major regions) that will face the most negative impact of climate \nchange on its agricultural yields. \n1: ................................ ................................ ................................ .............................. \n \n2: ................................ ................................ ................................ .............................. \n \n3: ................................ ................................ ................................ .............................. \n \n4: ................................ ................................ ................................ ..............................", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_A2", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "A", + "section_title": "Agriculture and Climate Change", + "question_number": "2", + "marks": 6.0, + "question": "6m 2. Outline 3 effects of climate change on agricultural yields. For each effect fully explain how \nit will impact agriculture in the future. \n \n1: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n2: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_A3", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "A", + "section_title": "Agriculture and Climate Change", + "question_number": "3", + "marks": 1.0, + "question": "1m 3. What do you understand by the term “climate-smart agriculture”? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_A4", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "A", + "section_title": "Agriculture and Climate Change", + "question_number": "4", + "marks": 6.0, + "question": "6m 4. Discuss 3 advantages and 3 disadvantages of a smart agriculture. \n \n \nAdvantage 1 :................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nAdvantage 2 :................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nAdvantage 3 :................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nDisadvantage 1 : ................................ ................................ ................................ ......... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nDisadvantage 2 : ................................ ................................ ................................ ......... \n \n ................................ ................................ ................................ ................…", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_B1", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "B", + "section_title": "Earthquakes", + "question_number": "1", + "marks": 1.5, + "question": "1.5m 1. a) List the 3 main types of seismic waves. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n0.5m b) What is the name of the instrument that measures these waves? \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text_patched" + }, + { + "id": "igeo_2019_wrt_B2", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "B", + "section_title": "Earthquakes", + "question_number": "2", + "marks": 3.0, + "question": "3m 2. Outline the differences between the 3 main types of seismic waves. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text_patched" + }, + { + "id": "igeo_2019_wrt_B3", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "B", + "section_title": "Earthquakes", + "question_number": "3", + "marks": 3.0, + "question": "3m 3. Study Resource Booklet Figure B1: Ecuador earthquake on February 22nd, 2019. \nSuggest the reasons for the occurrence of an earthquake on February 22, 2019 in this area \nof Ecuador. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 8 =====\n8", + "resource_refs": [ + "Figure B1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text_patched" + }, + { + "id": "igeo_2019_wrt_B4", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "B", + "section_title": "Earthquakes", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Explain how an earthquake leads to soil liquefaction. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text_patched" + }, + { + "id": "igeo_2019_wrt_B5", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "B", + "section_title": "Earthquakes", + "question_number": "5", + "marks": 5.0, + "question": "5m 5. Using Resources Booklet Figure B1: Ecuador earthquake on February 22nd, 2019 and \nFigure B2: Impact of Ecuador earthquake and your own knowledge, explain how the impacts \nof the Ecuador earthquake of Feb 22, 2019 and future earthquakes in this area could be \nmanaged. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 9 =====\n9", + "resource_refs": [ + "Figure B1", + "Figure B2" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text_patched" + }, + { + "id": "igeo_2019_wrt_C1", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "C", + "section_title": "Sand Dune Mobility and Desertification", + "question_number": "1", + "marks": 1.0, + "question": "1m 1. Study Resource Booklet Figure C1: Satellite image of sand dunes in the Arabian Desert. \nWhat is the direction of the prevailing wind in this area? \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_C2", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "C", + "section_title": "Sand Dune Mobility and Desertification", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. Name 2 natural factors that influence sand dune mobility. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_C3", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "C", + "section_title": "Sand Dune Mobility and Desertification", + "question_number": "3", + "marks": 9.0, + "question": "9m 3. Following the Instructions in the Resource Booklet Section C, draw a triangulated irregular \nnetwork on the map below. \n \n Inside this network draw contour lines of the P/PE values from the Resource Booklet Table \nC1: Values of dune mobility index (M) and dune activity codes (with the contour interval 0.1) \nfor the 12 Weather Monitoring Sites. \n \n \n \n \n \n \n \nStudent number: \n\n===== PAGE 10 =====\n10", + "resource_refs": [ + "Table \nC1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_C4", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "C", + "section_title": "Sand Dune Mobility and Desertification", + "question_number": "4", + "marks": 1.0, + "question": "1m 4. Which Weather Monitoring Sites have relatively high desertification threats? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_C5", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "C", + "section_title": "Sand Dune Mobility and Desertification", + "question_number": "5", + "marks": 3.0, + "question": "3m 5. Suggest strategies for the local farmers and the government t hat could prevent the threats \nof desertification. \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 11 =====\n11", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_D1", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "D", + "section_title": "Ocean Currents", + "question_number": "1", + "marks": null, + "question": "1. Study Resources Booklet Figure D1: Part of North Atlantic Ocean current circulation and \nFigure D2: Water temperatures (°C) and salinity (Practical Salinity Unit – PSU) in Northern \nAtlantic Ocean. \n \n3m a) Describe the pattern of water temperature and salinity distribution (Figure D2) for the area \nshown in the map (Figure D1). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n3m b) Give reasons for the pattern s you have described. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D1", + "Figure D2" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_D2", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "D", + "section_title": "Ocean Currents", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. Based on your knowledge name the main reasons for the slowed and weakened Nor th \nAtlantic Ocean circulation. \n \nReason 1: ................................ ................................ ................................ ................. \n \nReason 2: ................................ ................................ ................................ ................. \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 12 =====\n12", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_D3", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "D", + "section_title": "Ocean Currents", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Assess the economic and environmental impacts a weakened circulation could cause. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_D4", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "D", + "section_title": "Ocean Currents", + "question_number": "4", + "marks": 1.0, + "question": "1m 4. Study Resource Booklet Figure D3: Measured number of pieces of plastic waste in the Indian \nOcean gyre garbage patch. \nWhy is there an accumulation of plastic waste in this particular part of the Indian Ocean? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D3" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_D5", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "D", + "section_title": "Ocean Currents", + "question_number": "5", + "marks": 3.0, + "question": "3m 5. What are the challenges of managing the oceans in order to reduce the amount of this type \n of waste? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n\n===== PAGE 13 =====\n13", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_E1", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "E", + "section_title": "Globalisation", + "question_number": "1", + "marks": 2.0, + "question": "2m 1. Study Resource Booklet Table E1: Growth of popular social media sites (2014–2019). \n \na) Identify the social media site that has experienced the largest absolute number of global \nusers between 2014 and 2019. \n ................................ ................................ ................................ ................................ . \n \nb) Identify the social media site that has experienced the fastest rate of growth in \nnumber of global users between 20 14 and 201 9. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Table E1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_E2", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "E", + "section_title": "Globalisation", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. What is meant by the term “time-space compression”? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_E3", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "E", + "section_title": "Globalisation", + "question_number": "3", + "marks": 3.0, + "question": "3m 3. Outline 3 factors that have resulted in global time-space compression. \n \nFactor 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \nFactor 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \nFactor 3: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 14 =====\n14", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_E4", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "E", + "section_title": "Globalisation", + "question_number": "4", + "marks": 2.0, + "question": "2m 4. Study Resource Booklet Figure E1: The share of world exports and imports by country. \nSuggest 2 ways the share of world merchandise exports by country can influence flows of \npeople. \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_E5", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "E", + "section_title": "Globalisation", + "question_number": "5", + "marks": 3.0, + "question": "3m 5. Evaluate 1 factor that might account for the spatial variations in Figure E1. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_E6", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "E", + "section_title": "Globalisation", + "question_number": "6", + "marks": 4.0, + "question": "4m 6. Identify and e xplain 2 reasons why the global shift of industry has had negative impacts on \nsome people in the developed world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 15 =====\n15", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_F1", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "F", + "section_title": "Water Security", + "question_number": "1", + "marks": null, + "question": "1. Study Resource Booklet Figure F1: Global withdrawal and consumption of water from 1900 –\n2025 (projected). \n \n \n1.5m a) Describe the global pattern of water consumption. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n1.5m b) Which graph shows the most waste? Suggest a reason why this is the case. \n \nGraph: ................................ ................................ ................................ ...................... \n \nReason : ................................ ................................ ................................ ..................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_F2", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "F", + "section_title": "Water Security", + "question_number": "2", + "marks": 1.0, + "question": "1m 2. What is meant by the term “water insecurity”? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 16 =====\n16", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_F3", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "F", + "section_title": "Water Security", + "question_number": "3", + "marks": 4.0, + "question": "4m 3. Give 4 reasons to explain why water consumption is increasing. \n \nReason 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 3 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 4 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_F4", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "F", + "section_title": "Water Security", + "question_number": "4", + "marks": 3.0, + "question": "3m 4. Outline 3 strategies which would result in an increased water supply for a country. \n \nStrategy 1 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 2 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 3 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 17 =====\n17", + "resource_refs": [], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_wrt_F5", + "year": 2019, + "host": "Hong Kong, China", + "test_type": "WRT", + "section": "F", + "section_title": "Water Security", + "question_number": "5", + "marks": 4.0, + "question": "4m 5. Study Resource Booklet Figure F2: Water distribution from the River Jordan. \n \n Explain the causes of potential conflict in the withdrawal and consumption of water from the \nRiver Jordan. \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: \n\n===== PAGE 18 =====\n18 \n \n \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or for answers, which \nare clearly labelled with the Section and question number). \n \nend  \nStudent number:", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", + "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Aa", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "A", + "section_title": "Suez Canal Blockage", + "question_number": "a", + "marks": 0.5, + "question": "(a) (i) Name the country where the Suez Canal is located. [0.5 mark] \n(ii) Name the two seas which the Suez Canal connects. [0.5 mark]", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ab", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "A", + "section_title": "Suez Canal Blockage", + "question_number": "b", + "marks": 1.0, + "question": "(b) Using the Koppen climate classification, identify the climate of the region where the \nSuez canal is in. [1 mark]", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ac", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "A", + "section_title": "Suez Canal Blockage", + "question_number": "c", + "marks": 2.0, + "question": "(c) Explain why sandstorms might occur at the Suez Canal. [2 marks]", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ad", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "A", + "section_title": "Suez Canal Blockage", + "question_number": "d", + "marks": 4.0, + "question": "(d) Explain two reasons why ships choose to ply the Suez Canal route, instead of taking \nalternative routes to travel between East Asia and Europe. [4 marks]", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ae", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "A", + "section_title": "Suez Canal Blockage", + "question_number": "e", + "marks": 3.0, + "question": "(e) Study Resource A2. Briefly explain three reasons why containers are used so \npredominantly in global trade. [3 marks]", + "resource_refs": [ + "Resource A2" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Af", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "A", + "section_title": "Suez Canal Blockage", + "question_number": "f", + "marks": 4.0, + "question": "(f) Study Resource A3. Discuss the advantages and disadvantages associated with \nthe containership transport industry. [4 marks] \n\n===== PAGE 4 =====\n4", + "resource_refs": [ + "Resource A3" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ba", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "B", + "section_title": "Energy Sources and Regenerative Cities", + "question_number": "a", + "marks": 2.0, + "question": "(a) Study Resource B1. Briefly explain two ways in which the trends observed in \nResource B1 might differ between more economically developed countries and less \neconomically developed countries. \n \n \n[2 marks]", + "resource_refs": [ + "Resource B1" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Bb", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "B", + "section_title": "Energy Sources and Regenerative Cities", + "question_number": "b", + "marks": 2.0, + "question": "(b) Study Resource B2. Describe the trends observed in the primary production of \nenergy from renewable sources from 1990 to 2015. \n \n[2 marks]", + "resource_refs": [ + "Resource B2" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Bc", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "B", + "section_title": "Energy Sources and Regenerative Cities", + "question_number": "c", + "marks": 4.0, + "question": "(c) Study Resource B2. Explain the socio -economic and environmental i mpacts of \nusing renewable energy sources. \n \n[4 marks]", + "resource_refs": [ + "Resource B2" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Bd", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "B", + "section_title": "Energy Sources and Regenerative Cities", + "question_number": "d", + "marks": 4.0, + "question": "(d) Study Resource B3. Explain two issues that may affect the sustainability of \nCambodia’s energy supply. \n \n[4 marks]", + "resource_refs": [ + "Resource B3" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Be", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "B", + "section_title": "Energy Sources and Regenerative Cities", + "question_number": "e", + "marks": 3.0, + "question": "(e) Study Resources B4 and B5. Explain three ways in which t hese strategies can \ncontribute to urban sustainability and liveability. \n \n[3 marks] \n \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ca", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "C", + "section_title": "The Arctic", + "question_number": "a", + "marks": 1.0, + "question": "(a) Study Resource C1. List two countries which have a direct strategic interest in the \nmanagement of the Arctic’s resources. \n \n[1 mark]", + "resource_refs": [ + "Resource C1" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Cb", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "C", + "section_title": "The Arctic", + "question_number": "b", + "marks": 2.0, + "question": "(b) Study Resource C1. Describe the changes observed between September 2019 and \nMarch 2020. \n \n[2 marks]", + "resource_refs": [ + "Resource C1" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Cc", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "C", + "section_title": "The Arctic", + "question_number": "c", + "marks": 4.0, + "question": "(c) Study Resource C2. Explain two reasons for the pattern shown in Resource 2. [4 marks]", + "resource_refs": [ + "Resource 2", + "Resource C2" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Cd", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "C", + "section_title": "The Arctic", + "question_number": "d", + "marks": 2.0, + "question": "(d) Study Resource C3. Explain why daily sea i ce in the Arctic reaches its minimum \nextent in September. \n \n[2 marks]", + "resource_refs": [ + "Resource C3" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ce", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "C", + "section_title": "The Arctic", + "question_number": "e", + "marks": 6.0, + "question": "(e) “An ice-free Arctic will bring about more positive impacts than negative impacts.” \nHow far do you agree with this statement? Explain your stand. \n \n[6 marks] \n \n \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Da", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "D", + "section_title": "Cruise Tourism", + "question_number": "a", + "marks": 1.0, + "question": "(a) (i) Study Resource D1. Suggest two characteristics of the Caribbean region which \nmight attract tourists on cruise holidays. \n \n[1 mark] \n \n \n (ii) Study Resource D1. Suggest two characteristics of the Alaskan region wh ich \nmight attract tourists on cruise holidays. \n \n [1 mark]", + "resource_refs": [ + "Resource D1" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Db", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "D", + "section_title": "Cruise Tourism", + "question_number": "b", + "marks": 4.0, + "question": "(b) Study Resource D2. Explain two reasons why North America and Europe are \nthe main source markets of cruise tourism. \n \n[4 marks]", + "resource_refs": [ + "Resource D2" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Dc", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "D", + "section_title": "Cruise Tourism", + "question_number": "c", + "marks": 4.0, + "question": "(c) In cruise tourism, a home port is a po rt in which a cruise starts and ends, in \nwhich passengers embark and disembark. Explain 4 ways in which a city can \nbecome an ideal home port. \n \n \n [4 marks]", + "resource_refs": [], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Dd", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "D", + "section_title": "Cruise Tourism", + "question_number": "d", + "marks": 5.0, + "question": "(d) Study Resource D3. Use an appropriate data representation method to display \nthe rate of change of cruise passengers from 2013 to 2017 (%). You should use \nthe blank page provided in the Answer Booklet for this question. \n \n \n[5 marks] \n \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [ + "Resource D3" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ea", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "a", + "marks": 2.0, + "question": "(a) Study Resource E1. Describe the downstream changes in the channel variables. [2 marks]", + "resource_refs": [ + "Resource E1" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Eb", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "b", + "marks": 2.0, + "question": "(b) Study Resource E1. Give reasons for the downstream changes in the channel \nvariables. \n \n[2 marks]", + "resource_refs": [ + "Resource E1" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ec", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "c", + "marks": 3.0, + "question": "(c) Study Resource E2. Explain how load size can affect the types of fluvial \ntransportation processes present in the Sutlej River. \n \n[3 marks]", + "resource_refs": [ + "Resource E2" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ed", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "d", + "marks": 1.0, + "question": "(d) (i) Study Resource E3. Identify the fluvial feature identified as ‘RF’. [1 mark] \n \n \n (ii) Study Resource E3. Explain the formation of this fluvial landform and its feature \n‘RF’. \n \n[4 marks]", + "resource_refs": [ + "Resource E3" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_wrt_Ee", + "year": 2021, + "host": "Istanbul, Turkey", + "test_type": "WRT", + "section": "E", + "section_title": "Rivers", + "question_number": "e", + "marks": 3.0, + "question": "(e) Study Resource E4. Sketch and annotate the cross section ‘AB’ as shown in \nResource E4. You should use the blank page provided in the Answer Booklet for \nthis question. \n \n \n[3 marks] \n \n \n \n\n===== PAGE 8 =====\n8", + "resource_refs": [ + "Resource E4" + ], + "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", + "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Aa", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "A", + "section_title": "Air transport and greenhouse gases", + "question_number": "a", + "marks": 2.0, + "question": "(a) Study Resource A1. Define the term greenhouse effect. [2 marks]", + "resource_refs": [ + "Resource A1" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ab", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "A", + "section_title": "Air transport and greenhouse gases", + "question_number": "b", + "marks": 3.0, + "question": "(b) Study Resource A1. Outline three impacts of selected greenhouse gases on \nclimate change. \n[3 marks]", + "resource_refs": [ + "Resource A1" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ac", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "A", + "section_title": "Air transport and greenhouse gases", + "question_number": "c", + "marks": 1.0, + "question": "(c) (i) Study Resource A2. Name the countries that have the highest carbon footprints in \ninternational and domestic air travel. \n \n[1 mark] \n \n \n (ii) Study Resource A2. Outline two reasons why some countries have very high \ncarbon dioxide emissions per capita from domestic air travel. \n[2 marks]", + "resource_refs": [ + "Resource A2" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ad", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "A", + "section_title": "Air transport and greenhouse gases", + "question_number": "d", + "marks": 2.0, + "question": "(d) In addition to carbon dioxide, other greenhouse gases and aerosols are emitted \nfrom air transport. Explain the effect of condensation trails on climate. \n \n[2 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ae", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "A", + "section_title": "Air transport and greenhouse gases", + "question_number": "e", + "marks": 5.0, + "question": "(e) Study Resource A3. Use an appropriate data representation method to display the \ntotal number of passengers in air travel and their profile (national and international \npassengers) in European countries with more than 50 million total passengers. \n \n[5 marks] \n \n \n \n \n\n===== PAGE 4 =====\n4", + "resource_refs": [ + "Resource A3" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ba", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "B", + "section_title": "South Pacific Ocean", + "question_number": "a", + "marks": 1.0, + "question": "(a) (i) Study Resource B1. Identify the type of rock represented by ‘A’. [1 mark] \n \n \n (ii) Study Resource B1. Identify the type of water body represented by ‘B’. [1 mark]", + "resource_refs": [ + "Resource B1" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Bb", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "B", + "section_title": "South Pacific Ocean", + "question_number": "b", + "marks": 4.0, + "question": "(b) An atoll is a unique feature in the South Pacific Ocean. With the use of an annotated \ndiagram, explain clearly how an atoll is formed. \n \n[4 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Bc", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "B", + "section_title": "South Pacific Ocean", + "question_number": "c", + "marks": 1.0, + "question": "(c) Study Resource B2. Identify the climate type of the island in the South Pacific Ocean \nusing the Köppen climate classification. \n \n[1 mark]", + "resource_refs": [ + "Resource B2" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Bd", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "B", + "section_title": "South Pacific Ocean", + "question_number": "d", + "marks": 4.0, + "question": "(d) Study Resource B3. Explain two natural hazards occurring in the South Pacific \nOcean which might affect the local economies of the South Pacific Ocean islands. \n \n[4 marks]", + "resource_refs": [ + "Resource B3" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Be", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "B", + "section_title": "South Pacific Ocean", + "question_number": "e", + "marks": 4.0, + "question": "(e) Study Resource B4. To what extent do you agree that tourism is beneficial for the \nPacific Least Developed Countries (LDCs)? \n[4 marks] \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [ + "Resource B4" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ca", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "C", + "section_title": "Lower Mekong Basin", + "question_number": "a", + "marks": 3.0, + "question": "(a) Study Resources C1 and C2. Describe the average wet season precipitation in the \nMekong Basin in 2019, as compared to 2000-2018. \n \n[3 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Cb", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "C", + "section_title": "Lower Mekong Basin", + "question_number": "b", + "marks": 1.0, + "question": "(b) (i) Study Resource C3. Describe the change(s) observed in this part of the Mekong \nRiver in Thailand between 2015 and 2020. \n \n[1 mark] \n \n \n (ii) Study Resource C3. Explain two reasons to account for the change(s) observed in \nthis part of the Mekong River in Thailand between 2015 and 2020. \n[2 marks]", + "resource_refs": [ + "Resource C3" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Cc", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "C", + "section_title": "Lower Mekong Basin", + "question_number": "c", + "marks": 1.0, + "question": "(c) (i) Study Resource C4. Explain the relationship between groundwater extraction and \nland-subsidence. \n \n[1 mark] \n \n \n (ii) Study Resource C4. Explain which scenario is likely to be the most sustainable \nscenario for the Vietnamese Mekong Delta. \n \n[2 marks] \n \n \n (iii) Study Resource C4. Explain which scenario is likely to be the most realistic \nscenario for the Vietnamese Mekong Delta. \n \n[2 marks]", + "resource_refs": [ + "Resource C4" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Cd", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "C", + "section_title": "Lower Mekong Basin", + "question_number": "d", + "marks": 4.0, + "question": "(d) Study Resource C5. Choose two solutions shown in Resource C5 and explain how \neach of them could help the Vietnamese Mekong Delta be sustainable. \n \n[4 marks] \n \n\n===== PAGE 6 =====\n6", + "resource_refs": [ + "Resource C5" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Da", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "D", + "section_title": "Wildfires, sinking cities and sustainable development", + "question_number": "a", + "marks": 4.0, + "question": "(a) Study Resource D1. Explain how wildfires can be caused by both human and \nnatural factors. \n \n[4 marks]", + "resource_refs": [ + "Resource D1" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Db", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "D", + "section_title": "Wildfires, sinking cities and sustainable development", + "question_number": "b", + "marks": 2.0, + "question": "(b) Study Resource D 2. Compare the distributions of population density growth \nprojections and fire hazards in California. \n \n [2 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Dc", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "D", + "section_title": "Wildfires, sinking cities and sustainable development", + "question_number": "c", + "marks": 2.0, + "question": "(c) (i) Study Resource D3. Describe the severity of risks to the selected Asian cities \ndue to rising sea levels and flooding. \n \n[2 marks] \n \n \n (ii) Study Resource D3. Choose a city in Resource D3 and explain two strategies \nit can adopt to increase overcome the risk of flooding. \n \n \n [2 marks]", + "resource_refs": [ + "Resource D3" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Dd", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "D", + "section_title": "Wildfires, sinking cities and sustainable development", + "question_number": "d", + "marks": 5.0, + "question": "(d) Study Resource D 4. In your opinion, are wildfires or floods more damaging \ntowards a city’s pursuit of sustainable development? Explain your choice. \n \n \n[5 marks] \n \n \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ea", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "E", + "section_title": "Green Revolution and Population Development", + "question_number": "a", + "marks": 2.0, + "question": "(a) Define the ‘Green Revolution’. [2 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Eb", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "E", + "section_title": "Green Revolution and Population Development", + "question_number": "b", + "marks": 2.0, + "question": "(b) Study Resource E1. Describe the trends observed. \n[2 marks]", + "resource_refs": [ + "Resource E1" + ], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ec", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "E", + "section_title": "Green Revolution and Population Development", + "question_number": "c", + "marks": 2.0, + "question": "(c) (i) Using your own knowledge, outline Thomas Malthus’ theory on the concept of \n“population-resources” relationship. \n \n[2 marks] \n \n \n (ii) Using your own knowledge, outline Ester Boserup’s theory on the concept of \n“population-resources” relationship. \n[2 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ed", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "E", + "section_title": "Green Revolution and Population Development", + "question_number": "d", + "marks": 3.0, + "question": "(d) Study Resource E 2. Suggest three ways in which farmers in Bangladesh have \nbenefitted differently from the Green Revolution. \n \n[3 marks]", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_wrt_Ee", + "year": 2022, + "host": "Paris, France", + "test_type": "WRT", + "section": "E", + "section_title": "Green Revolution and Population Development", + "question_number": "e", + "marks": 4.0, + "question": "(e) Using your own knowledge, explain two ways in which agricultural practices can \nbe improved to allow countries to benefit more. \n \n[4 marks] \n \n \n \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", + "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_A1", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "A", + "section_title": "The Aral Sea", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Describe the drainage pattern surrounding the Aral Sea and name any appropriate technical \nterm(s) that apply to this sort of basin. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_A2", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "A", + "section_title": "The Aral Sea", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Study Resource Booklet Box A1 and Figures A1 and A2. \n Using the information provided and your geographical understanding, explain three economic \nimpacts due to the changing conditions of the Aral Sea. \n \nImpact 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \nStudent number: 19 \n\n===== PAGE 4 =====\n4", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_A3", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "A", + "section_title": "The Aral Sea", + "question_number": "3", + "marks": 2.0, + "question": "2 m 3. Study Resource Booklet Figure A3. \n Identify two factors responsible for the trend shown in this precipitation graph of the Aral Sea. \n \nFactor 1: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ...... \n \nFactor 2: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure A3" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_A4", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "A", + "section_title": "The Aral Sea", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. Study Resource Booklet Figure A4. \n Explain two causes and two environmental effects of the trend shown in the salinity graph \nof the Aral Sea. \n \nCause 1: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ...... \n \nCause 2: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ...... \n \nEffect 1: ................................ ................................ ................................ ......................... \n \n ................................ ................................ ................................ ................................ ...... \n \nEffect 2: ................................ ................................ ................................ ......................... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure A4" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_A5", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "A", + "section_title": "The Aral Sea", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. Study Resource Booklet Box A1 and Resource Booklet Figures A1, A2, A3 and A4. \n Explain 4 reasons why solutions for the issues in the Aral Sea region are difficult to implement. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_B1", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "B", + "section_title": "Maritime transport", + "question_number": "1", + "marks": 5.0, + "question": "5 m 1. Study Resource Booklet Table B1. Use an appropriate data representation method to show \nthe Port Liner Shipping Connectivity Index (PLSCI) in 2006 (Q1) and 2022 (Q 4) for the ten \nhighest ranked container ports in 2022.", + "resource_refs": [ + "Table B1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_B2", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "B", + "section_title": "Maritime transport", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Study the Resource Booklet Table B1 and Figure B1 and your diagram in Question B1. \n Identify two spatial and/or time-related patterns of international tanker freight trade and \nexplain them. \n \nPattern 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nPattern 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \nStudent number: 19 \n\n===== PAGE 6 =====\n6", + "resource_refs": [ + "Figure B1", + "Table B1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_B3", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "B", + "section_title": "Maritime transport", + "question_number": "3", + "marks": 2.0, + "question": "2 m 3. Study Resource Booklet Figure B2. \n Using the information provided and your geographical understanding suggest two main \nreasons for the location of this port in a sparsely populated area outside the major sea transit \nroutes. \n \nReason 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nReason 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure B2" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_B4", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "B", + "section_title": "Maritime transport", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. The investment in the Finnafjord Port Project would not have been possible a few decades \nago. Specify two changes in global economic or environmental conditions that make the \ninvestment possible now. \n \nChange 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nChange 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_B5", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "B", + "section_title": "Maritime transport", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. Outline the environmental impacts of the Finnafjord Port Project. Use at least two positive \nand two negative environmental impacts. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_C1", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "C", + "section_title": "Land use and land cover change in Burkina Faso", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure C1. \n The northern part of Burkina Faso lies in a large region that stretches across Africa from east \nto west. \n \n a) Name this region. \n \n ................................ ................................ ................................ ................................ ...... \n \n b) Identify the main natural characteristic of this region that explains the type of land cover in \nnorthern Burkina Faso. \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_C2", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "C", + "section_title": "Land use and land cover change in Burkina Faso", + "question_number": "2", + "marks": 6.0, + "question": "6 m 2. Study Resource Booklet Figure C1. \n Describe in detail three changing patterns in land cover in Burkina Faso between 1975 and \n2013. \n \nPattern 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nPattern 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nPattern 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_C3", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "C", + "section_title": "Land use and land cover change in Burkina Faso", + "question_number": "3", + "marks": 1.0, + "question": "1 m 3. Specify the main reason for the land cover change in Burkina Faso. \n \n ................................ ................................ ................................ ................................ ...... \n \n \nStudent number: 19 \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_C4", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "C", + "section_title": "Land use and land cover change in Burkina Faso", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. Outline three implications of the land cover change for the ecosystems in Burkina Faso. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_C5", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "C", + "section_title": "Land use and land cover change in Burkina Faso", + "question_number": "5", + "marks": 3.0, + "question": "3 m 5. In 2020, more than 50% of Burkina Faso’s population suffered from chronic food deficiency. \nSuggest and explain three sustainable development projects that would help reduce food \ninsecurity. \n \nProject 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nProject 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nProject 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_D1", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "D", + "section_title": "Innovative and sustainable cities", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure D1. \n Describe two changes in the number and structure of electric vehicles in the transport in the \nworld between 2012 and 2021 using specific evidence. \n \nChange 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nChange 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_D2", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "D", + "section_title": "Innovative and sustainable cities", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Study Resource Booklet Figure D1. \n Suggest two reasons for changes in the use of electric vehicles in transport between 2012 \nand 2021. \n \nReason 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nReason 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \nStudent number: 19 \n\n===== PAGE 10 =====\n10", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_D3", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "D", + "section_title": "Innovative and sustainable cities", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Discuss the benefits and limitations of electric vehicle deployment. Your answer should \ninclude at least two benefits and two limitations. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_D4", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "D", + "section_title": "Innovative and sustainable cities", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. Study Resource Booklet Figure D2. \n Explain three ways in which the management of the flow of water influences the viability of a \ncity. \n \nWay 1: ................................ ................................ ................................ ............................ \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nWay 2: ................................ ................................ ................................ ............................ \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nWay 3: ................................ ................................ ................................ ............................ \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n\n===== PAGE 11 =====\n11", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_D5", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "D", + "section_title": "Innovative and sustainable cities", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. Study Resource Booklet Figure D2. \n Evaluate the feasibility of implementing strategies to create a water sensitive city when \nplanning or redeveloping urban areas. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n\n===== PAGE 12 =====\n12 \nThis page is intentionally blank. \n(You can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly l…", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_E1", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "E", + "section_title": "Shorelines", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure E1. \n Note how the shoreline changes over time. Name four factors that influence geomorphological \nchanges in shorelines. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_E2", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "E", + "section_title": "Shorelines", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Study Resource Booklet Figures E1 and E2. \n Explain how wildfires can affect the width of the sandy beach near the Big Sur River mouth. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n \nStudent number: 19 \n\n===== PAGE 14 =====\n14", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_E3", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "E", + "section_title": "Shorelines", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Study Resource Booklet Figure E1. \n Geologists, engineers, and planners often need to know the rate at which the shoreline moves. \nThis helps them to better define appropriate uses of coastal areas. Use the historical imagery \nprovided to answer the questions 3a and 3b. The scale is the same for both images. \n \na) Is the beach at point ‘300 m’ eroding or accreting over time? \n \n ................................ ................................ ................................ ................................ ...... \n \nb) Estimate the rate of change of the shoreline at the point ‘300 m’ to justify your response \nin part a). Your answer should include the full calculation. The rate must be expressed in \nmetres per month.", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_E4", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "E", + "section_title": "Shorelines", + "question_number": "4", + "marks": 1.0, + "question": "1 m 4. Study Resource Booklet Figure E3. \n Name the coastal feature identified as ‘X’. \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n\n===== PAGE 15 =====\n15", + "resource_refs": [ + "Figure E3" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_E5", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "E", + "section_title": "Shorelines", + "question_number": "5", + "marks": 6.0, + "question": "6 m 5. Study Resource Booklet Figure E3. \n Use the information provided and your geographical understanding to answer the questions \n5a and 5b. \n \na) Draw a sketch of the geomorphological processes that formed the coastal feature “X”. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nb) Explain the geomorphological process of the formation of the coastal feature \"X\" shown in \nthe sketch. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n\n===== PAGE 16 =====\n16 \nThis page is intentionally blank. \n(You can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 17 =====\n17", + "resource_refs": [ + "Figure E3" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_F1", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "F", + "section_title": "Ski tourism", + "question_number": "1", + "marks": 4.0, + "question": "4 m 1. Study Resource Booklet Figures F1 and F2. \n There are many spectacular mountain ranges in the world, but only a few have developed \nmass ski tourism. Outline and give reasons for 4 social and/or infrastructural conditions that \nhave led to the development of mass ski tourism in the mountains. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_F2", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "F", + "section_title": "Ski tourism", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Study Resource Booklet Figures F1 and F2. \n Name two main areas where ski tourism has developed (use the names of the regions from \nFigure F1 or similar , not the names of continents or countries ). Justify your answer with \nstatistical data available in the Resource Booklet. \n \nArea 1: ................................ ................................ ................................ .......................... \n \nArea 2: ................................ ................................ ................................ .......................... \n \n \nStudent number: 19 \n\n===== PAGE 18 =====\n18", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_F3", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "F", + "section_title": "Ski tourism", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Study Resource Booklet Figure F3. \n Ski tourism in the world has stagnated since the 1980s. Discuss changes in tourists' travel \nbehaviour that could be responsible for this stagnation. Your answer should include at least \nthree arguments. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", + "resource_refs": [ + "Figure F3" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_F4", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "F", + "section_title": "Ski tourism", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. Study Resource Booklet Figure F4a. \n Name the phenomenon that can be seen in the photograph. Explain how ski tourism can \nincrease the hazard of this phenomenon. \n \nName of the phenomenon: ................................ ................................ .............................. \n \nExplanation: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n\n===== PAGE 19 =====\n19", + "resource_refs": [ + "Figure F4" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2023_wrt_F5", + "year": 2023, + "host": "Bandung, Indonesia", + "test_type": "WRT", + "section": "F", + "section_title": "Ski tourism", + "question_number": "5", + "marks": 3.0, + "question": "3 m 5. Study Resource Booklet Figure F4. \n Using the information provided and your geographical understanding explain three negative \nenvironmental impacts of ski tourism in the mountains. \n \nImpact 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n===== PAGE 20 =====\n20 \n \n \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \nStudent number: 19 \nend ◼", + "resource_refs": [ + "Figure F4" + ], + "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", + "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_A1", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "A", + "section_title": "Plastic pollution in oceans", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. Name the natural resource from which most plastics are produced. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_A2", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "A", + "section_title": "Plastic pollution in oceans", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Identify two sources used to produce bioplastics. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_A3", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "A", + "section_title": "Plastic pollution in oceans", + "question_number": "3", + "marks": null, + "question": "3. Study Resource Booklet Figure A1. Ocean gyres are locations where large amounts of plastic \nand other waste accumulate. \n \n5 m a) Choose one of the ocean gyres. Draw and label a diagram to show the wind patterns and \nocean currents that contribute to the formation of your chosen gyre in the space below. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nStudent number: 20 \n\n===== PAGE 4 =====\n4 \n2 m b) Explain the reasons for the accumulation of plastic pollution in the location you have chosen. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_A4", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "A", + "section_title": "Plastic pollution in oceans", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Study Resource Booklet Figures A2 and A3. \n Describe two spatial patterns regarding the origin of plastic waste emissions into the oceans. \nProvide specific data from the sources. Your answer should refer to regions and/or multiple \ncountries, not individual countries. \n \nPattern 1: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nPattern 2: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_A5", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "A", + "section_title": "Plastic pollution in oceans", + "question_number": "5", + "marks": 3.0, + "question": "3 m 5. Study Resource Booklet Figures A1-A3. \n Using the sources provided and your geographical knowledge discuss why it is difficult to \neliminate plastic pollution from entering the oceans. Give at least three arguments. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n\n===== PAGE 5 =====\n5", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_B1", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "B", + "section_title": "Amazon rainforest ecosystem", + "question_number": "1", + "marks": 3.0, + "question": "3 m 1. Study Resource Booklet Figure B1. \n Identify and explain three main reasons for the deforestation of the Amazon rainforest. \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure B1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_B2", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "B", + "section_title": "Amazon rainforest ecosystem", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Study the Resource Booklet Figures B2 and B3. \n Analyse the spatial relationship between the intensity of PM 2.5 emissions and the extent of \ndeforestation. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 20 \n\n===== PAGE 6 =====\n6", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_B3", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "B", + "section_title": "Amazon rainforest ecosystem", + "question_number": "3", + "marks": 5.0, + "question": "5 m 3. Study Resource Booklet Figures B1-B3. Using the information provided and your geographical \nunderstanding answer the following questions. \n \n a) What is meant by the term ecosystem services? \n \n ................................ ................................ ................................ ................................ . \n \n b) Identify and e xplain the importance of three ecosystem services provided by the Amazon \nrainforest. \n \nEcosystem service 1: ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEcosystem service 2: ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEcosystem service 3: ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_B4", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "B", + "section_title": "Amazon rainforest ecosystem", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. Study Resource Booklet Figures B1-B3. Specify two impacts of deforestation of the Amazon \nrainforest on its ecosystem services and two impacts on human well-being. \n \nImpact on ecosystem service 1 : ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact on ecosystem service 2: ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact on human well -being 1: ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact on human well -being 2: ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_C1", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "C", + "section_title": "Monsoon and weather phenomena in Dubai", + "question_number": "1", + "marks": 5.0, + "question": "5 m 1. Study Resource Booklet Table C1. \n Create a combined climate diagram that compares the precipitation and temperature data for \nboth Dubai and Kathmandu in one diagram. Label your diagram appropriately.", + "resource_refs": [ + "Table C1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_C2", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "C", + "section_title": "Monsoon and weather phenomena in Dubai", + "question_number": "2", + "marks": 1.0, + "question": "1 m 2. Study Resource Booklet Table C1 and the climate diagram you made. \n Calculate the average annual temperature amplitude/range in Dubai and Kathmandu (round \nthe value to one decimal place). \n \nDubai:................................ ................................ ................................ ........................ \n \nKathmandu: ................................ ................................ ................................ .............. \nStudent number: 20 \n\n===== PAGE 8 =====\n8", + "resource_refs": [ + "Table C1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_C3", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "C", + "section_title": "Monsoon and weather phenomena in Dubai", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Study Resource Booklet Figure C1 and your climate diagram of Dubai and Kathmandu. Both \ncities are influenced by the Asian monsoon, but Dubai has completely different rainfall patterns \nfrom Kathmandu, which has more typical characteristics of the Asian monsoon climate. \n Explain the differences between the rainfall patterns in Dubai and Kathmandu, although both \nclimates are influenced by the same wind patterns. \n \nDubai: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nKathmandu: ................................ ................................ ................................ ............... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ...............…", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_C4", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "C", + "section_title": "Monsoon and weather phenomena in Dubai", + "question_number": "4", + "marks": 1.0, + "question": "1 m 4. Study Resource Booklet Figures C2 and C3 and Text Box C1. Since climate change has most \nlikely increased the presence of warm, moist air in a region, atmospheric triggers are necessary \nto initiate large-scale cloud formation and significant precipitation events. \n Name one such primary atmospheric mechanism that can cause such conditions that lead to \nsevere flooding. \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 9 =====\n9", + "resource_refs": [ + "Text Box C1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_C5", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "C", + "section_title": "Monsoon and weather phenomena in Dubai", + "question_number": "5", + "marks": 2.0, + "question": "2 m 5. Explain two reasons why, even after significant rain events, the landscape in Dubai remains \narid and the surrounding desert does not transform into a green environment. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_C6", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "C", + "section_title": "Monsoon and weather phenomena in Dubai", + "question_number": "6", + "marks": 2.0, + "question": "2 m 6. Discuss how the urban environment of Dubai contributed to the flooding in April 2024. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n\n===== PAGE 10 =====\n10 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n \nStudent number: 20 \n\n===== PAGE 11 =====\n11", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_D1", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "D", + "section_title": "Periglacial landscape and climate change", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure D1. \n \n a) Identify the area near the North Pole where there are no or only a few isolated permafrost \nareas. \n \n ................................ ................................ ................................ ................................ . \n \n b) Suggest the reason why this area is free of permafrost. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_D2", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "D", + "section_title": "Periglacial landscape and climate change", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Study Resource Booklet Figure D1. \n With the help of information provided and your geographical understanding outline two \nreasons why the extent of permafrost areas in North America differs significantly from that in \nEurope. \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_D3", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "D", + "section_title": "Periglacial landscape and climate change", + "question_number": "3", + "marks": 1.0, + "question": "1 m 3. Study Resource Booklet Figure D2 that shows a site on Taymyr Island in the north of Siberia. \n Describe the change in the vegetation from 1966 to 2009. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_D4", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "D", + "section_title": "Periglacial landscape and climate change", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. Study Resource Booklet Figure D2. \n \n a) Explain how climate change has affected the described change in vegetation. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 20 \n\n===== PAGE 12 =====\n12 \n b) Outline the mechanism by which this change in vegetation can affect the climate. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D2" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_D5", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "D", + "section_title": "Periglacial landscape and climate change", + "question_number": "5", + "marks": 2.0, + "question": "2 m 5. Study Resource Booklet Figure D3 and Table D1. \n Analyse the change in the concentrations of carbon dioxide and methane in the atmosphere \nfrom pre-industrial times to the present day and their contribution to the rise in temperature. \nUse statistical data to justify your answers. \n \nConcentration: ................................ ................................ ................................ .......... \n \n ................................ ................................ ................................ ................................ . \n \nTemperature: ................................ ................................ ................................ ............ \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure D3", + "Table D1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_D6", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "D", + "section_title": "Periglacial landscape and climate change", + "question_number": "6", + "marks": 5.0, + "question": "5 m 6. Study Resource Booklet Figure D3 and Table D1. \nEvaluate the role of carbon dioxide and methane in global warming. Justify your answer \nwith specific data. \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n\n===== PAGE 13 =====\n13", + "resource_refs": [ + "Figure D3", + "Table D1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_E1", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "E", + "section_title": "Olympic Games", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. Study Resource Booklet Figure E1. \n Name the continent that was most underrepresented at the London Olympics when comparing \nthe ratio of Olympic participants to the world's population. Justify your answer with specific \ndata. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_E2", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "E", + "section_title": "Olympic Games", + "question_number": "2", + "marks": 4.0, + "question": "4 m 2. Study Resource Figure E2. \n \n a) Describe the general trend of the overall sustainability of the Olympic Games 1992 -2020. \nYour answer should not include only one aspect (pillar) of sustainability. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n b) Suggest two main reasons for the described trend. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: 20 \n\n===== PAGE 14 =====\n14", + "resource_refs": [ + "Figure E2" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_E3", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "E", + "section_title": "Olympic Games", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Study Resource Booklet Figures E3 and E4. \n Analyse the process of urban transformation of Barcelona between 1977 and the time of the \n1992 Summer Olympics (in terms of general character, services, size/locations). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_E4", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "E", + "section_title": "Olympic Games", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. Study Resource Booklet Figures E3 and E4. \n Explain two ways in which the urban remodelling of Barcelona has improved the quality of life \nof its citizens. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_E5", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "E", + "section_title": "Olympic Games", + "question_number": "5", + "marks": 5.0, + "question": "5 m 5. Study Resource Booklet Figures E2-E5 and use your geographical understanding. \n Evaluate whether major sporting events such as the Olympic Games have a positive or \nnegative socio-economic impact on the target cities during and after these events. Use at \nleast two positive and two negative socio -economic impacts as examples to support your \nideas. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 15 =====\n15", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_F1", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "F", + "section_title": "Commuting mobility in the cities", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Study Resource Booklet Figure F1. \n Identify the most frequently used transport modes for commuters in cities in North America \nand Europe. \n \nNorth America: ................................ ................................ ................................ .......... \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ . \nEurope: ................................ ................................ ................................ ..................... \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_F2", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "F", + "section_title": "Commuting mobility in the cities", + "question_number": "2", + "marks": 5.0, + "question": "5 m 2. Study Resource Booklet Figure F2. \nGive two differences between the way commuters travel in Tokyo and Dhaka. Explain three \nreasons for these differences. \nDifferences : ................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 1 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 3 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \nStudent number: 20 \n\n===== PAGE 16 =====\n16", + "resource_refs": [ + "Figure F2" + ], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_F3", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "F", + "section_title": "Commuting mobility in the cities", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Explain the negative aspects of the increase in commuting on people and the economy. \n \nPeople : ................................ ................................ ................................ ..................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEconomy : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_wrt_F4", + "year": 2024, + "host": "Dublin, Ireland", + "test_type": "WRT", + "section": "F", + "section_title": "Commuting mobility in the cities", + "question_number": "4", + "marks": 4.0, + "question": "4 m 4. To ensure efficient and sustainable commuting, public policymakers face many challenges. \nSuggest 4 possible solutions that policymakers may adopt to achieve this goal. \n \nSolution 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nSolution 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nSolution 3 : ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nSolution 4 : ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 17 =====\n17 \n \n \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \nStudent number: 20 \nend ◼", + "resource_refs": [], + "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", + "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_A1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. Name two natural forces that can trigger landslides. \n \nNatural force 1: ................................ ................................ ................................ ......... \n \nNatural force 2: ................................ ................................ ................................ .........", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_A2", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "2", + "marks": 2.0, + "question": "2 m 2. Identify and explain two specific human activities that may contribute to landslides. \n \nActivity 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nActivity 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_A3", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "3", + "marks": null, + "question": "3. For this question, refer to Resource Booklet: Figure A1. \n \n0.5 m a) Specify the location on the diagram most susceptible to landslide activity (A, B, C or D). \n \nLocation: ................................ ................................ ................................ .................... \n \n \n1 m b) Explain the reason for the location selected above (in 3a). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nStudent number: 21 \n\n===== PAGE 4 =====\n4", + "resource_refs": [ + "Figure A1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_A4", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "4", + "marks": null, + "question": "4. For this question, refer to Resource Booklet: Figure A2. \n \n2 m a) Clearly label the parts of a landslide on Figure A2 below, using the following letters as labels: \nA: head, B: foot, C: surface of rupture, D: scarp surface. \n \n \nFigure A2: Remnants of a landslide that took place in La Conchita, California, USA \n(January 2005). Ten people were killed. \n(https://d9-wret.s3.us-west-2.amazonaws.com/assets/palladium/production/s3fs \npublic/styles/full_width/public/LaConchia_USGS_Photo.jpg?itok=NS7eb4YQ) \n \n2 m b) Identify specific evidence from Figure A2 that indicates a previous landslide took place in the \narea. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nStudent number: 21 \n\n===== PAGE 5 =====\n5 \n \n \n4 m c) Suggest two actions that can be taken to protect the neighbourhood from future landslides \nand evaluate the effectiveness of each measure that you provide. \n \nAction 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \nEffectiveness of Action 1 : ................................ ................................ ........................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n .....................…", + "resource_refs": [ + "Figure A2" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_A5", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "A", + "section_title": "Landslides", + "question_number": "5", + "marks": null, + "question": "5. After wildfires occur in mountainous areas, there is an increased danger of landslides \noccurring. \n \n0.5 m a) Name the season when post wildfire landslides are most likely to occur. \n \nSeason: ................................ ................................ ................................ .................... \n \n \n2 m b) Explain why landslides are more likely to occur during the season you selected. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 6 =====\n6 \n \n \nThis page is intentionally blank \nYou can use it for your notes, but please cross them through afterwards. \nIf you use it for answers, they MUST be clearly labelled with the Section and Question number. \n \n \nStudent number: 21 \n\n===== PAGE 7 =====\n7", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_B1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "B", + "section_title": "Waves and coastline", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Explain the energy relationship between wind and the formation of waves. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_B2", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "B", + "section_title": "Waves and coastline", + "question_number": "2", + "marks": 4.0, + "question": "4 m 2. Describe four ways waves change as they move from deeper water towards the shore. \n \n \nChange 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nChange 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nChange 3: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nChange 4: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \nStudent number: 21 \n\n===== PAGE 8 =====\n8", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_B3", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "B", + "section_title": "Waves and coastline", + "question_number": "3", + "marks": 2.0, + "question": "2 m 3. Analyse Figure B1. Draw lines representing the path of the waves as they move towards the \ncoast. Assume that the waves hit the coast from the north -east and have a wavelength of 14 \nm. Consider changes to the waves that may occur as they move towards the coast. \n \n \n \nFigure B1: A fictional coastline. The underwater topography (bathymetry) of the area \nis represented by isobaths or depth contours with an interval of 1 metre. This area is \nmicrotidal with a maximum tidal range of 2 metres and is located at a latitude of 50°N. \nThis coastal area includes a public beach with over 50,000 visitors per summer, a fishery, \na ferry terminal and several resid ential properties. \n(Created by B. Woodward)", + "resource_refs": [ + "Figure B1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_B4", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "B", + "section_title": "Waves and coastline", + "question_number": "4", + "marks": null, + "question": "4. For this question, refer to Figure B1. \n \n1 m a) Draw an arrow on the Figure B1 to identify the direction of the longshore current. \n \n1 m b) Justify the reason for the direction of the arrow you drew in 4a). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 9 =====\n9", + "resource_refs": [ + "Figure B1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_B5", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "B", + "section_title": "Waves and coastline", + "question_number": "5", + "marks": 5.0, + "question": "5 m 5. Use your answers from the previous questions to develop a strategy for shoreline \nmanagement in this area. \n \n Consider the way in which the various changes will affect the coastline and identify areas \nwhere you anticipate erosion and/or sedimentation in the future. You have unlimited resources, \nso you can build any type of coastal defence and change the land use patterns so long as your \nsuggestions are realistic. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n …", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_C1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "C", + "section_title": "Water stress", + "question_number": "1", + "marks": 3.0, + "question": "3 m 1. For this question, refer to Resource Booklet: Figure C1. \n \n Describe the current spatial distribution of water scarcity in the world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_C2", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "C", + "section_title": "Water stress", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. Identify and explain three main causes of high water stress. \n \nCause 1 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nCause 2 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nCause 3 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \nStudent number: 21 \n\n===== PAGE 12 =====\n12", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_C3", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "C", + "section_title": "Water stress", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Describe three socio-economic impacts of water scarcity. \n \nImpact 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nImpact 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nImpact 3 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_C4", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "C", + "section_title": "Water stress", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. For this question, refer to Study Resource Booklet: Figure C2. \n \n Explain why the countries of the northern Mediterranean are likely to experience major water \nstress in the future. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure C2" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_C5", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "C", + "section_title": "Water stress", + "question_number": "5", + "marks": 3.0, + "question": "3 m 5. Outline three strategies for reducing water stress. The strategies must be related to real-world \nsituations. \n \nStrategy 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 13 =====\n13", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_D1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "D", + "section_title": "Global energy consumption", + "question_number": "1", + "marks": 2.0, + "question": "2 m 1. Explain the difference between renewable and sustainable energy sources. Use specific \nexamples of energy sources in your explanation. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_D2", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "D", + "section_title": "Global energy consumption", + "question_number": "2", + "marks": 3.0, + "question": "3 m 2. For this question, refer to Resource Booklet: Figures D1. \n \n Describe the main trends in the global consumption of oil, coal and renewable energy from \n1965 to 2018. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_D3", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "D", + "section_title": "Global energy consumption", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. Explain three environmental impacts of using coal as a source of energy. \n \nImpact 1: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 2: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 21 \n\n===== PAGE 14 =====\n14 \n \nImpact 3: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_D4", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "D", + "section_title": "Global energy consumption", + "question_number": "4", + "marks": 3.0, + "question": "3 m 4. For this question, refer to Resource Booklet: Figures D2 and D3. \n \n Suggest three reasons why energy consumption in developed countries has not increased \nsignificantly, or in some cases has even decreased, since the 1990s. \n \nReason 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 3 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_D5", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "D", + "section_title": "Global energy consumption", + "question_number": "5", + "marks": 4.0, + "question": "4 m 5. For this question, refer to Resource Booklet: Figure D4. \n \n Due to the current geopolitical situation , Western companies are relocating manufacturing \nindustries from Asia back to their home country or a neighbouring region. Discuss four possible \nchanges to global primary energy consumption as a result of these relocations. \n \nChange 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nChange 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nChange 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nChange 4: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 15 =====\n15", + "resource_refs": [ + "Figure D4" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_E1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "E", + "section_title": "The Darién Gap", + "question_number": "1", + "marks": 1.0, + "question": "1 m 1. For this question, refer to Resource Booklet: Figure E1. \n \n Identify the primary direction of irregular migration routes worldwide. \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Figure E1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_E2", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "E", + "section_title": "The Darién Gap", + "question_number": "2", + "marks": null, + "question": "2. For this question, refer to Resource Booklet: Text Box E1; Figures E2 and E3. \n \n4 m a) Analyse the general trend and sources of migration through the Darién Gap. Justify your \nresponse with specific data. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3 m b) Explain two socio-economic and one environmental reason for emigration from countries \nshown on the diagram. Use specific country examples to justify your answers. \n \nSocio-economic reason 1: ................................ ................................ .......................... \n \n ................................ ................................ ................................ ................................ . \n \nSocio-economic reason 2: ................................ ................................ ........................... \n \n ................................ ................................ ................................ ................................ . \n \nEnvironmental reason: ................................ ................................ ................................ \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: 21 \n\n===== PAGE 16 =====\n16 \n2 m c) Suggest two reasons why migrants from c…", + "resource_refs": [ + "Text Box E1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_E3", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "E", + "section_title": "The Darién Gap", + "question_number": "3", + "marks": 3.0, + "question": "3 m 3. For this question, refer to Resource Booklet: Text Box E1. \n \n Outline three threats that make crossing the Darién Gap extremely difficult for migrants. \n \nThreat 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nThreat 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nThreat 3: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", + "resource_refs": [ + "Text Box E1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_E4", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "E", + "section_title": "The Darién Gap", + "question_number": "4", + "marks": 2.0, + "question": "2 m 4. For this question, refer to Resource Booklet: Text Box E1. \n \n When Bajo Chiquito became the main reception centre for migrants, how might this have \nimpacted services and built environments in the village? Give at least four specific \nexamples. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 17 =====\n17 \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ........…", + "resource_refs": [ + "Text Box E1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_F1", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Heat Island", + "question_number": "1", + "marks": 3.5, + "question": "3.5 m 1. Draw an isopleth (air temperature) map for Birmingham and the surrounding urban area. \n Draw isopleths at 3.9, 4.2, 4.5, 4.8, 5.0, 5.2, 5.5, 5.7 and 6.0 °C. \n Colour the map and fill in the legend. \n Note: air temperature data was for the night of February 19th 2014. The average \n temperature was 5.2 °C. \n \n \n \nStudent number: 21 \n\n===== PAGE 20 =====\n20 \n For this question, refer to Study Resource Booklet: Figure F1.", + "resource_refs": [ + "Figure F1" + ], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_F2", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Heat Island", + "question_number": "2", + "marks": 1.5, + "question": "1.5 m 2. Analyse the satellite image and the map you drew in Q1. \n Identify the area of Birmingham where urban heat island has formed and describe the land \n use in the area identified. \n \nArea: ................................ ................................ ................................ ........................ \n \nLand use: ................................ ................................ ................................ ...................", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_F3", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Heat Island", + "question_number": "3", + "marks": 4.0, + "question": "4 m 3. Explain four environmental impacts of urban heat islands worldwide. \nImpact 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 3: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 4: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ..…", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_wrt_F4", + "year": 2025, + "host": "Bangkok, Thailand", + "test_type": "WRT", + "section": "F", + "section_title": "Urban Heat Island", + "question_number": "4", + "marks": 6.0, + "question": "6 m 4. Name three strategies that cities can implement to mitigate the urban heat island effect \n and evaluate the effectiveness of the strategies you selected. \n \nStrategy 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nEvaluation: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nEvaluation: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 3: ................................ ................................ ................................ ................ \n \n ......................…", + "resource_refs": [], + "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", + "marking_pdf": "2025-WRT-Marking-Scheme.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_1996_fwe_Fieldwork", + "year": 1996, + "test_type": "FWE", + "exercise": "Fieldwork", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\n1996 iGeo – The Hague, The Netherlands \nThe Fieldwork \nThe structure of a typical coastal landscape \nIn general the beach can be divided into a zone with regular tidal influence and a higher part, inundated only \nwhen extreme high water levels occur. On this higher part of the beach some pioneer plants with high salt \ntolerance can settle. The dune landscape can be divided in: primary dunes, primary dune valleys and the dune \ncomplex. These morphological units have there own soil and vegetation characteristics (figure 7 + 8). \n \nNearby the sea the sediment contains lime, originating from fragmented shells. Therefore the plants near the \ncoast line have a high lime tolerance. With increasing distance from the coast line the lime content is diminishing \nand other (seconda", + "source_pdf": "1996Fieldwork.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2002_fwe_FW_part_1", + "year": 2002, + "test_type": "FWE", + "exercise": "FW part 1", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\n2002 iGeo - Durban, South Africa \nFieldwork Part 1 \n \nCBD of Durban \nDraw a labeled street transect. Complete the following tasks in the field: (1 hour maximum). Buses will be waiting \nat the corner of Aliwal and West Street. Location: From the corner of West and Grey Street to the corner of West \nand Aliwal Street (south facing buildings only). \n Construct a labeled transect of ground floor land-use activities along the West Street. \n 'Step out' the distance between different buildings to get a reasonably accurate measurement. \n Label the different land uses and distinguish between different kinds of activities, for example, a garage \nselling petrol and other goods, a café, a bookshop, etc. \n Indicate on the map where informal sellers are situated. \nGateway Shoppin", + "source_pdf": "2002FWpart1.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2002_fwe_FW_part_2", + "year": 2002, + "test_type": "FWE", + "exercise": "FW part 2", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\n2002 iGeo - Durban, South Africa \nFieldwork Part 2 \n \nCommercial activities \n Complete a neat, accurate copy of the transect along West Street from Grey Street to Aliwal Street on \nthe graph paper provided. Choose an appropriate scale. Indicate different kinds of land use types using \na key (shading or cross hatching). Label the activities on the transect. Show the location of informal \ntraders. (15) \n Tabulate (present as a table) the (a) similarities and (b) differences of commercial activities in the CBD \nof Durban and the regional shopping centre at Gateway. (10) \n Using your insights and experience at Gateway Shopping Centre to develop a diagram illustrating the \nproblems caused by the decentralization of regional shopping centres. (10)", + "source_pdf": "2002FWpart2.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2006_fwe_FWT_q2", + "year": 2006, + "test_type": "FWE", + "exercise": "FWT", + "question_number": "2", + "marks": null, + "question": null, + "source_pdf": "2006iGeo_FWT.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2008_fwe_FWT", + "year": 2008, + "test_type": "FWE", + "exercise": "FWT", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\nInternational Geography Olympiad 2008 \nFieldwork Test \n \n[Note there were three components to the Fieldwork Test.] \n \nMapping exercise 1 \n \nAttached is a very basic map of the area that you have to map in more detail. \nAll that is indicated on the map are: the road and bridge, farm buildings and tracks, \nwater reservoir and well and a few contour lines. \n \nComplete the map by also indicating landforms and land use. \n \nChoose appropriate symbols, labels and colours and complete the legend. \n \nYou have 1 hour to complete this mapping exercise. \nThis exercise is worth 10 marks. \nWork individually. Working cooperatively with others will result in a penalty.", + "source_pdf": "2008iGeo_FWT.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2010_fwe_FWT_q1", + "year": 2010, + "test_type": "FWE", + "exercise": "FWT", + "question_number": "1", + "marks": null, + "question": null, + "source_pdf": "2010iGeo_FWT_all_questions.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2010_fwe_FWT_q2", + "year": 2010, + "test_type": "FWE", + "exercise": "FWT", + "question_number": "2", + "marks": null, + "question": null, + "source_pdf": "2010iGeo_FWT_all_questions.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2013_fwe_FWT_resources", + "year": 2013, + "test_type": "FWE", + "exercise": "FWT resources", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\n \r  10th \r  International \r  Geography \r  Olympiad \r  FIELDWORK \r  iGeo \r  Kyoto \r  2013 \r   \n \nCity \r  and \r  Water \r   \r   \r   Resource \r  booklet \r   \r  NAME[ \r \r \r \r \r \r \r \r \r \r \r \r \r \r \r \r \r ] \r  TEAM[ \r \r \r \r \r \r ] \r NO[ \r \r \r \r \r \r \r \r ] \r   \r   \r   \r  \n\n===== PAGE 2 =====\n \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r  \n\n===== PAGE 3 =====\nIntroduction \r   \r  Many \r  Japanese \r  cities \r  have \r  evolved \r  as \r  a \r  consequence \r  of \r  the \r  availability \r  and \r  use \r  of \r  local \r  water. \r  In \r  the \r  pre-­‐modern \r  era, \r  water \r  was \r  used \r  for \r  variety \r  of \r  purposes \r  in \r  urban \r  areas \r  (transportation, \r  drinking", + "source_pdf": "2013iGeo_FWT_resourcebooklet.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2014_fwe_FWE_task1A", + "year": 2014, + "test_type": "FWE", + "exercise": "FWE", + "question_number": "1A", + "section_title": "Field work: observation and recording of field data", + "marks": null, + "question": "Field work: observation and recording of field data", + "source_pdf": "2014iGeo_FWE_questions.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_fwe_FWE_task1B", + "year": 2014, + "test_type": "FWE", + "exercise": "FWE", + "question_number": "1B", + "section_title": "Mapping and analysis of the uses of public space student number: ……………", + "marks": null, + "question": "Mapping and analysis of the uses of public space student number: ……………", + "source_pdf": "2014iGeo_FWE_questions.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2014_fwe_FWE_task2", + "year": 2014, + "test_type": "FWE", + "exercise": "FWE", + "question_number": "2", + "section_title": "Field work exercise: using field data creatively", + "marks": null, + "question": "Field work exercise: using field data creatively", + "source_pdf": "2014iGeo_FWE_questions.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_fwe_FWE-1_Task1_task1", + "year": 2015, + "test_type": "FWE", + "exercise": "FWE-1 Task1", + "question_number": "1", + "section_title": "1", + "marks": null, + "question": "1", + "source_pdf": "2015iGeo_FWE-1_task1.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_fwe_FWE-1_Task2_task1", + "year": 2015, + "test_type": "FWE", + "exercise": "FWE-1 Task2", + "question_number": "1", + "section_title": "2", + "marks": null, + "question": "2", + "source_pdf": "2015iGeo_FWE-1_task2.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_fwe_FWE-1_Task3_task1", + "year": 2015, + "test_type": "FWE", + "exercise": "FWE-1 Task3", + "question_number": "1", + "section_title": "3", + "marks": null, + "question": "3", + "source_pdf": "2015iGeo_FWE-1_task3.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_fwe_FWE-1_Task4_task1", + "year": 2015, + "test_type": "FWE", + "exercise": "FWE-1 Task4", + "question_number": "1", + "section_title": "4", + "marks": null, + "question": "4", + "source_pdf": "2015iGeo_FWE-1_task4.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2015_fwe_FWE-2_task2", + "year": 2015, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "2", + "section_title": "1. Staritsa’s changing zone of influence (maximum 6 marks).", + "marks": 6, + "question": "1. Staritsa’s changing zone of influence (maximum 6 marks).", + "source_pdf": "2015iGeo_FWE-2_task.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_fwe_FWE-1_task1", + "year": 2016, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "1", + "section_title": "Sustainability and liveability – Wangjing Huayuandongqu", + "marks": null, + "question": "Sustainability and liveability – Wangjing Huayuandongqu", + "source_pdf": "2016iGeo_FWE-1test.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_fwe_FWE-1_task2", + "year": 2016, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "2", + "section_title": "Water management – Beixiaohe River [9 marks]", + "marks": 9, + "question": "Water management – Beixiaohe River [9 marks]", + "source_pdf": "2016iGeo_FWE-1test.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_fwe_FWE-1_task3", + "year": 2016, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "3", + "section_title": "Traffic junction and subway station [11 marks]", + "marks": 11, + "question": "Traffic junction and subway station [11 marks]", + "source_pdf": "2016iGeo_FWE-1test.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_fwe_FWE-2_task1", + "year": 2016, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "1", + "section_title": "Sustainability and liveability – Wangjing Huayandongqu", + "marks": null, + "question": "Sustainability and liveability – Wangjing Huayandongqu", + "source_pdf": "2016iGeo_FWE-2test.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_fwe_FWE-2_task2", + "year": 2016, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "2", + "section_title": "Water management – Beixiaohe River", + "marks": null, + "question": "Water management – Beixiaohe River", + "source_pdf": "2016iGeo_FWE-2test.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2016_fwe_FWE-2_task3", + "year": 2016, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "3", + "section_title": "Traffic junction and subway station", + "marks": null, + "question": "Traffic junction and subway station", + "source_pdf": "2016iGeo_FWE-2test.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_fwe_FWE-1A_task1A", + "year": 2017, + "test_type": "FWE", + "exercise": "FWE-1A", + "question_number": "1A", + "section_title": "Student number", + "marks": null, + "question": "Student number", + "source_pdf": "2017iGeo_FWE-1_TASK-1A.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_fwe_FWE-1B_task1B", + "year": 2017, + "test_type": "FWE", + "exercise": "FWE-1B", + "question_number": "1B", + "section_title": "Student number", + "marks": null, + "question": "Student number", + "source_pdf": "2017iGeo_FWE-1_TASK-1B.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2017_fwe_FWE-2_q4", + "year": 2017, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "4", + "marks": null, + "question": null, + "source_pdf": "2017iGeo_FWE-2.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_fwe_FWE-1A_task1A", + "year": 2018, + "test_type": "FWE", + "exercise": "FWE-1A", + "question_number": "1A", + "section_title": "Student Number", + "marks": null, + "question": "Student Number", + "source_pdf": "FWE-1A-QUESTION_2018iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_fwe_FWE-1B_task1B", + "year": 2018, + "test_type": "FWE", + "exercise": "FWE-1B", + "question_number": "1B", + "section_title": "Student Number", + "marks": null, + "question": "Student Number", + "source_pdf": "FWE-1B_QUESTION_2018iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_fwe_FWE-2_task1", + "year": 2018, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "1", + "section_title": "Baie-Saint-Paul", + "marks": null, + "question": "Baie-Saint-Paul", + "source_pdf": "FWE-2_QUESTION_2018iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2018_fwe_FWE-2_task2", + "year": 2018, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "2", + "section_title": "Boisé du Quai – Bay Area", + "marks": null, + "question": "Boisé du Quai – Bay Area", + "source_pdf": "FWE-2_QUESTION_2018iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_fwe_FWE_Task1_task1", + "year": 2019, + "test_type": "FWE", + "exercise": "FWE Task1", + "question_number": "1", + "section_title": "Student Number", + "marks": null, + "question": "Student Number", + "source_pdf": "FWE_Task1_QP_2019iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_fwe_FWE_Task2_task2", + "year": 2019, + "test_type": "FWE", + "exercise": "FWE Task2", + "question_number": "2", + "section_title": "Student Number", + "marks": null, + "question": "Student Number", + "source_pdf": "FWE_Task2_QP_2019iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_fwe_FWE_Test_q1", + "year": 2019, + "test_type": "FWE", + "exercise": "FWE Test", + "question_number": "1", + "marks": null, + "question": null, + "source_pdf": "FWE_Test_QP_2019iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_fwe_FWE_Test_q2", + "year": 2019, + "test_type": "FWE", + "exercise": "FWE Test", + "question_number": "2", + "marks": null, + "question": null, + "source_pdf": "FWE_Test_QP_2019iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_fwe_FWE_Test_q3", + "year": 2019, + "test_type": "FWE", + "exercise": "FWE Test", + "question_number": "3", + "marks": null, + "question": null, + "source_pdf": "FWE_Test_QP_2019iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2019_fwe_FWE_Test_q4", + "year": 2019, + "test_type": "FWE", + "exercise": "FWE Test", + "question_number": "4", + "marks": null, + "question": null, + "source_pdf": "FWE_Test_QP_2019iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-I_q1", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-I", + "question_number": "1", + "marks": null, + "question": null, + "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-I_q2", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-I", + "question_number": "2", + "marks": null, + "question": null, + "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-I_q3", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-I", + "question_number": "3", + "marks": null, + "question": null, + "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-I_q5", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-I", + "question_number": "5", + "marks": null, + "question": null, + "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-I_q7", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-I", + "question_number": "7", + "marks": null, + "question": null, + "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-II_task2", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-II", + "question_number": "2", + "section_title": "1 - Calculate the population density of sites near Ataturk urban forest", + "marks": null, + "question": "1 - Calculate the population density of sites near Ataturk urban forest", + "source_pdf": "2021iGeo_FWE_II-Tasks-and-resources.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2021_fwe_FWE-II_taskC", + "year": 2021, + "test_type": "FWE", + "exercise": "FWE-II", + "question_number": "C", + "section_title": "ontinues on next slide.", + "marks": null, + "question": "ontinues on next slide.", + "source_pdf": "2021iGeo_FWE_II-Tasks-and-resources.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2022_fwe_FWE-1", + "year": 2022, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\n18thInternationalGeographyOlympiadParis,France 12th-18thJuly2022FieldworkExercisePartI Tasks\n\n===== PAGE 2 =====\nDeariGEOparticipant,BeforestartingyourvirtualtripoftheLower RiverSeine,pleasereadtheseguidelines.1.YouhavetheprintedmapoftheFWE-Iarea.Usethismaptoorientateyourself.2.Thesequenceofmovingfromonetask toanotherisinnumericorder:Task 1(Start)→Task2→Task 3→Task4→Task5→(Finish).3.Youmaymove fromonetasktoanotherandreturntoprevious tasksifyouwish.4.Foreachtask youwillgetactivitiesyouneedtocomplete.5.ForFWE-Iyoucangainamaximumof15marks.6.Youaretodecideforhowlongyouwillbe“staying”ateachtask.7.AnswersshouldbewritteninEnglishontheResponseSheet.Foranswersuseadarkblueorblack pen.DonotforgettowriteyourparticipantcodeintheupperrightcornerofallpagesoftheResponse Sheet.8.Thispr", + "source_pdf": "2022iGeo_FWE-1_Tasks-and-Resources.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2022_fwe_FWE-2_task2", + "year": 2022, + "test_type": "FWE", + "exercise": "FWE-2", + 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=====\nEven though its 'small', Bandung is one of the largest and most \nwell developed cities in Indonesia\nHas a population density of...\n14,713 per km2\nHas a GDP of... \nU$ 20 Billion\nHas a per capita GDP of...\nU$ 8,160/capita\nHas the...\nFirst HSR in Southern Hemisphere\nHome to...\n2,461,553 People \nFun Facts about Bandung!\n\n===== PAGE 3 =====\nIt's also the nucleus of the Greater Bandung metropolitan area\nGreater Bandung is a metropolitan area in West Java that consist of 5 cities \nand regencies inside the 'bandung basin' which include:\nGreater Bandung\nBandung Acts as the Core!\n• Bandung City\n• Cimahi City\n• Bandung Regency\n• West Bandung Regency\n• Sumedang Regency (partially)\nHas a population dens", + "source_pdf": "2023iGeo_FWE_Introduction.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2024_fwe_FWE-1_taskB", + "year": 2024, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "B", + "section_title": "1 Observe the street. Notice how people use the street pavement and roads, e.g. walking, scooting, c", + "marks": null, + "question": "1 Observe the street. Notice how people use the street pavement and roads, e.g. walking, scooting, c", + "source_pdf": "FWE-1_Student-booklet_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_fwe_FWE-1_taskC", + "year": 2024, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "C", + "section_title": "1 Find a safe position where you can see Maynooth Train Station.", + "marks": null, + "question": "1 Find a safe position where you can see Maynooth Train Station.", + "source_pdf": "FWE-1_Student-booklet_2024iGeo.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2024_fwe_FWE-2", + "year": 2024, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "1", + "marks": null, + "question": "===== PAGE 1 =====\n 1 \n \n \nIRELAND 2024 \n20th International Geography Olympiad \n20th August 2024 - Fieldwork Exercise \nAFTERNOON – PROBLEM SOLVING ACTIVITY \n \nBooklet D for Problem Solving Activity (PSA) \nStudent number \nPlease insert your student number: \n2 0 \n \n \n \nGeneral Instructions \nStudents educated in English will have 1 hour 30 minutes to write this test. \nStudents not educated in English will be provided with 20 extra minutes, 1 hour and 50 minutes. \nRemember to use your maps, information booklet and work from this morning. \n \nMarks \nThe examiners will complete this table, please leave blank: \n \n \n \nQuestion Mark \nActivity PSA1 / 8 \nActivity PSA 2 / 4 \nActivity PSA3 / 8 \nActivity PSA4 / 14 \nActivity PSA4 / 6 \n1, 2 / 12 \n3, 4, 5 / 28 \nTotal for PSA / 40 \n\n===== PAGE 2 ====", + "source_pdf": "FWE-2_Student-booklet_2024iGeo.pdf", + "extraction": "file_unit" + }, + { + "id": "igeo_2025_fwe_FWE-1_task1", + "year": 2025, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "1", + "section_title": "Observe and Sketch the Image (10 marks).", + "marks": 10, + "question": "Observe and Sketch the Image (10 marks).", + "source_pdf": "2025-FWE-Student-Booklet-1.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_fwe_FWE-1_task2", + "year": 2025, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "2", + "section_title": "Observe and Collect Data on Human Activities and Vegetation (20 marks).", + "marks": 20, + "question": "Observe and Collect Data on Human Activities and Vegetation (20 marks).", + "source_pdf": "2025-FWE-Student-Booklet-1.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_fwe_FWE-1_taskM", + "year": 2025, + "test_type": "FWE", + "exercise": "FWE-1", + "question_number": "M", + "section_title": "anagement: The survey and data collection will be conducted along two", + "marks": null, + "question": "anagement: The survey and data collection will be conducted along two", + "source_pdf": "2025-FWE-Student-Booklet-1.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_fwe_FWE-2_task1", + "year": 2025, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "1", + "section_title": "Numerical, Graphical, and Geographical skills (16 marks)", + "marks": 16, + "question": "Numerical, Graphical, and Geographical skills (16 marks)", + "source_pdf": "2025-FWE-Student-Booklet-2.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_2025_fwe_FWE-2_task2", + "year": 2025, + "test_type": "FWE", + "exercise": "FWE-2", + "question_number": "2", + "section_title": "Mapping, Interpretation and Analysis of Observational Data", + "marks": null, + "question": "Mapping, Interpretation and Analysis of Observational Data", + "source_pdf": "2025-FWE-Student-Booklet-2.pdf", + "extraction": "pdf_text" + }, + { + "id": "igeo_mmt_sample_q01", + "year": null, + "test_type": "MMT", + "question_number": "1", + "marks": 1, + "question": "Q 01 In which country were the following photographs taken?\nA\nB\nC\nD\nNew Caledonia\nPapua New \nGuinea\nSamoa\nFiji\nSources: https://www.goway.com/destinations/south-pacific/papua-new-\nguinea/cruise\nhttps://www.mappr.co/capital-cities/papua-new-guinea/\nhttps://www.wendyperrin.com/destination/insiders-guide-papua-new-guinea/\nhttps://www.skyscanner.net/hotels/papua-new-guinea/port-moresby-\nhotels/lamana-hotel/ht-124322076\nhttps://birdsoftheworld.org/bow/species/rbopar1/cur/introduction?media=photo\ns\n\n===== PAGE 5 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q02", + "year": null, + "test_type": "MMT", + "question_number": "2", + "marks": 1, + "question": "Q 02 What natural process is most likely responsible for the landscape \ntransformation observed in the satellite images?\nA\nB\nAn effusive eruption \nfrom a fissure\nAn oil spill from a \nruptured pipeline\nC The expansion of a \nwildfire\nD The sudden land \ncollapse by melting \npermafrost\nIntensionally blanked\nSource: https://science.nasa.gov/earth/earth-observatory/fresh-flows-spread-across-iceland-152631/\n\n===== PAGE 6 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q03", + "year": null, + "test_type": "MMT", + "question_number": "3", + "marks": 1, + "question": "Q 03 Referring to the planetary boundaries diagrams, which of the following statements best \ndescribes the status of the “biosphere integrity” (biodiversity loss) boundary in 2023?\nA It has been exceeded, suggesting \nunsustainable rates of species extinction.\nB It is approaching the boundary but remains \nwithin the safe zone.\nC It is currently within the safe operating space, \nwith minimal risk.\nD It is not yet defined within the planetary \nboundaries framework.\nSource: https://www.stockholmresilience.org/news--events/doing-business-within-planetary-boundaries/chapter-1-a-planet-under-pressure.html\n\n===== PAGE 7 =====\n. .\n.X\n. .\n.X\nStrategies of \nethnocultural groups", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q04", + "year": null, + "test_type": "MMT", + "question_number": "4", + "marks": 1, + "question": "Q 04\nA Assimilation and Melting pot\nB Integration and Multiculturalism\nC Marginalisation and Exclusion\nD Separation and Segregation\nWhich approaches are most likely for place X as shown in the diagram?\nIssue 1: Maintenance of heritage cultural identity \nIssue 2: \nRelations \nsought \namong \ngroups \nStrategies of \nlarger society\n+\n+\n-\n-\n+\n+- -\n-\nSource: https://doi.org/10.1037/10472-004\n\n===== PAGE 8 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q05", + "year": null, + "test_type": "MMT", + "question_number": "5", + "marks": 1, + "question": "Q 05 What does the following graph represent?\nA\nB\nC\nD Vehicle production\nImmigrant population\nNuclear power \ngeneration\nGross domestic product\nSource: https://commons.wikimedia.org/wiki/File:Nuclear_power_generation_in_different_countries.svg\n\n===== PAGE 9 =====\nBased on the schematic, which environmental concern would most \nlikely be associated with the desalination process shown?", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q06", + "year": null, + "test_type": "MMT", + "question_number": "6", + "marks": 1, + "question": "Q 06\nA The reduction of \nunderground freshwater \nrecharge due to changes in \nland use\nB\nC\nD\nThe release of concentrated \nbrine into the sea, \npotentially harming marine \nlife\nThe competition between \nvegetation and \ninfrastructure for freshwater \nallocation\nThe increased likelihood of \nlocalised flooding from \nsurface water \nmismanagement\nSource: https://www.istockphoto.com/vector/desalination-plant-desalt-saline-water-gm690645396-127312293 \n\n===== PAGE 10 =====\nWhat might be a long-term consequence if the Gulf of Maine continues \nwarming at the current rate?", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q07", + "year": null, + "test_type": "MMT", + "question_number": "7", + "marks": 1, + "question": "Q 07\nA Ocean temperatures \nworldwide will increase at \na similar pace\nB\nC\nD\nRegional climate patterns \nin the Gulf will become \nmore predictable\nMarine species could \nmigrate to cooler ocean \nregions\nThe rising temperature \ntrend will stop without \nhuman intervention\nUnited \nStates\nSources: \nhttps://www.neaq.org/exhibit/gulf-of-maine/\nhttps://gmri.org/stories/2024-gulf-of-maine-warming-update/\n\n===== PAGE 11 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q08", + "year": null, + "test_type": "MMT", + "question_number": "8", + "marks": 1, + "question": "Q 08 What pattern does this diagram represent?\nA Cultural Diffusion\nB Flow of Labour\nC Spread of Diseases\nD Urbanisation\ndirectionality\ninitial location\nSource: \nhttps://thebritishgeographer.weebly.com/the-\nspread-of-disease-and-its-management.html\n\n===== PAGE 12 =====\nIn which of the following scenarios would this urban model be most \neffectively used to explain urban spatial patterns?\nAnalysing residential zones in \nGlobal North cities with \ndecentralised business hubs\nDescribing factory-based city \ngrowth in the early 20th-century \nindustrial era\nExamining informal settlements in \nperi-urban megacity zones\nInterpreting migration-driven city \nstructures in the Global South since \n2010", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q09", + "year": null, + "test_type": "MMT", + "question_number": "9", + "marks": 1, + "question": "Q 09\nA\nB\nC\nD\nSource: https://taylorgeoitalyisawesome.wordpress.com/2015/05/10/urban-model-multiple-nuclei/\n\n===== PAGE 13 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q10", + "year": null, + "test_type": "MMT", + "question_number": "10", + "marks": 1, + "question": "Q 10 Which point on the map is most likely to be represented by the national population \npyramid shown? \nSources: https://commons.wikimedia.org/wiki/File:South_Africa_Population_Pyramid_2011_estimates.png\nhttps://www.istockphoto.com/vector/world-map-illustration-gm1311340325-400470881\n\n===== PAGE 14 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q11", + "year": null, + "test_type": "MMT", + "question_number": "11", + "marks": 1, + "question": "Q 11 This map represents observed and predicted growth in Nairobi between \n1986 and 2023. What urban challenge best explains the widespread and \nfragmented growth pattern?\nA The expansion of high-rise \nresidential developments\nB\nThe improved public \nhealthcare and service \ndelivery\nC\nThe growth of informal and \nunplanned settlements\nD\nThe increase in affordable \nhousing supply by the \ngovernment\n Source: https://www.researchgate.net/figure/Urban-growth-simulation-in-Nairobi-in-scenario-two-\n2030_fig9_260420063\n\n===== PAGE 15 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q12", + "year": null, + "test_type": "MMT", + "question_number": "12", + "marks": 1, + "question": "Q 12 How does the rail network shown on the map contribute to Argentina’s \neconomic geography?\nIt facilitates export of \nagricultural products from \ninland regions\nIt improves access between \nrural communities and cities\nIt links large car production \nsites directly to overseas \nmarkets\nIt reduces trade dependence on \nArgentina’s landlocked \nneighbours.\nA\nB\nC\nD\nCity of Buenos \nAiresSubway\nSubway U/C\nLight Rail\nNational rails\nSource: https://www.liberallandscape.org/2019/04/15/pedestrian-priority-in-buenos-aires/\n\n===== PAGE 16 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q13", + "year": null, + "test_type": "MMT", + "question_number": "13", + "marks": 1, + "question": "Q 13 Which geographic characteristic best explains the distribution of the \nworld’s major wheat-producing areas as shown on the map?\nA Broad flatlands that \nsupport large-scale \nfarming\nB\nC\nD\nClose distance to \ninternational trade \nports\nHigh population \ndensities and urban \ncentres\nMountainous terrain \nthat conserves soil \nnutrients\nSource: https://link.springer.com/chapter/10.1007/978-3-030-90673-3_4\n\n===== PAGE 17 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q14", + "year": null, + "test_type": "MMT", + "question_number": "14", + "marks": 1, + "question": "Q 14 What urban issue is clearly illustrated by the spatial contrast shown in the \naerial image?\nA\nClear enforcement of urban green \nbelt zoning policies\nB\nDeepening economic inequality \nand spatial segregation\nC\nEffective launch of smart city \ndevelopment strategies\nD\nSlowing rates of rural-to-urban \nmigration\nSource: \nhttps://www.scmp.com/magazines/style/n\news-trends/article/2160208/drone-\nimages-india-south-africa-offer-birds-eye-\nview\n\n===== PAGE 18 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q15", + "year": null, + "test_type": "MMT", + "question_number": "15", + "marks": 1, + "question": "Q 15\nA Both images show breccia rocks, indicating earthquake activity. \nB\nC\nD\nWhich statement is true about these images from Mars and Earth?\nBoth images show conglomerate rocks, indicating an abundance of liquid. \nBoth images show granite rocks, indicating volcanic activity. \nBoth images show slate rocks, indicating contact metamorphism.\nSource: https://science.nasa.gov/resource/rock-outcrops-on-mars-and-earth/\n\n===== PAGE 19 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q16", + "year": null, + "test_type": "MMT", + "question_number": "16", + "marks": 1, + "question": "Q 16 The following diagram shows the global distribution of a landform. What is \nthe specific type of landform?\nA\nB\nC\nD Yardangs\nFjords\nNunataks\nDrumlins\nSource: https://www.researchgate.net/figure/Global-distribution-of-fjords_fig1_339626378\n\n===== PAGE 20 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q17", + "year": null, + "test_type": "MMT", + "question_number": "17", + "marks": 1, + "question": "Q 17 What environmental factor likely influenced the site selection for this solar \nproject?\nArid climate allows \nconsistent energy output\nMountainous site for wind \nenergy potential\nRemote site to avoid town \nconflicts\nRocky ground supports \nlarge structures\nA\nB\nC\nD\nSource: http://en.sasac.gov.cn/2019/01/31/c_813.htm\n\n===== PAGE 21 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q18", + "year": null, + "test_type": "MMT", + "question_number": "18", + "marks": 1, + "question": "Q 18 Which of the following spaces best fulfils Oldenburg’s definition of a \n“Third place”?\nA A shared workspace that requires \nregistration to access\nB\nC\nD\nA community café where people \nfrom different walks of life gather \nspontaneously\nA residential garden courtyard \nshared by tenants, especially \nfamilies\nA university study zone designed \nfor focused, individual work and \nquietude.\nSource: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3056754&ref=dsebastien.net\n\n===== PAGE 22 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q19", + "year": null, + "test_type": "MMT", + "question_number": "19", + "marks": 1, + "question": "Q 19 To which number does the mass movement depicted correspond?\nA\nB\nC\nDGreater integration of outlying cities into \na balanced urban network\nStabilisation of growth in the dominant city \ndue to decentralisation pressures\nThe map shows an urban system where one city dominates in size relative \nto others. Based on this spatial pattern, if current growth trends continue, \nwhich economic effect is most likely to occur?\nIncreased innovation in smaller cities as they \ncompete for investment\nAmplification of regional inequality due \nto uneven capital and labour flows\nSource: \nhttps://commons.wikimedia.org/w\niki/File:Proportional_circle_Turke\ny_city_town_population_map_20\n12.png\n\n===== PAGE 23 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q20", + "year": null, + "test_type": "MMT", + "question_number": "20", + "marks": 1, + "question": "Q 20 What geographic topic is referred to in this song?\nA\nB\nC\nD Volcanic activity\nMass movement\nPlate tectonics\nErosion\nSource: https://www.youtube.com/watch?v=4xwGO2Qkwww\n\n===== PAGE 24 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q21", + "year": null, + "test_type": "MMT", + "question_number": "21", + "marks": 1, + "question": "Q 21 To which number does the mass movement depicted correspond?\nA\nB\nC\nDCommunity resilience to \ndisrupted spaces\nNegative labelling of conflict zones\nWhich geographical concept best explains the human response to \ndestruction in the image?\nIrregular housing patterns in citiesAdaptive use of transitional \nenvironments\nSource: \nhttps://www.straitstimes.com/world/mid\ndle-east/children-play-in-rubble-of-\ngaza-for-eid-holiday\n\n===== PAGE 25 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q22", + "year": null, + "test_type": "MMT", + "question_number": "22", + "marks": 1, + "question": "Q 22 What is the barometric pressure at Reykjavik, Iceland?\nA\nB\nC\nD 1028mb\n1007mb\n1021mb\n1000mb\nSource: https://www.surfertoday.com/surfing/how-to-\nread-a-weather-map\n\n===== PAGE 26 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q23", + "year": null, + "test_type": "MMT", + "question_number": "23", + "marks": 1, + "question": "Q 23 Which statement about the weather and geographical features in this landscape is \nmost likely correct?\nA Advance of a cold front over a downstream part of a river.\nB Advance of a cold front over an upstream part of a river.\nC Advance of a warm front over a downstream part of a river.\nD MaltaAdvance of a warm front over an upstream part of a river.\nSource: https://artofmuseums.com/products/mmoa0007cole\n\n===== PAGE 27 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q24", + "year": null, + "test_type": "MMT", + "question_number": "24", + "marks": 1, + "question": "Q 24 Which of the options provided explains the cross-cultural process \nrepresented by BLACKPINK’s incorporation of a 19th-century Western \nclassical violin theme into a 21st-century K-pop track?\nA\nB\nC\nDCultural ascendency Cultural hybridisation \nCultural hegemony Cultural appropriation \nNiccolò Paganini \"III. Rondo à La Clochette\"Blackpink Shut Down\nSources: https://www.youtube.com/watch?v=POe9SOEKotk \nhttps://www.whosampled.com/Niccol%C3%B2-Paganini/III.-Rondo-%C3%A0-La-Clochette/\n\n===== PAGE 28 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q25", + "year": null, + "test_type": "MMT", + "question_number": "25", + "marks": 1, + "question": "Q 25 This NASA satellite image, described as showing “rivers of gold,” is linked \nto human activity in a tropical region. What is the most likely \nenvironmental impact associated with this activity?\nA\nB\nC\nDContamination of waterways due to \nmercury usage in mining.\nIncrease of mangrove area due to extra \nnatural fertilization.\nIncreased glacial melting due to greater \nsolar radiation absorption.\nAccelerated desertification due to \nwind erosion.\nSource: \nhttps://eol.jsc.nasa.gov/Search\nPhotos/photo.pl?mission=ISS0\n64&roll=E&frame=16203\n\n===== PAGE 29 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q26", + "year": null, + "test_type": "MMT", + "question_number": "26", + "marks": 1, + "question": "Q 26 The graphs illustrate changes in water levels at three sites over a 24-hour \nperiod. What do these graphs portray?\nA\nB\nC\nDFluctuations in water surface \nlevels due to thermal expansion\nTidal height patterns across \ndifferent coastal areas \nVariations in sea surface \ntemperature across regions\nDaily flood peaks during the \nmonsoon season\nSemidiurnal Mixed Semidiurnal Diurnal\nTime (hrs) Time (hrs) Time (hrs)\nSource: https://www.algebralab.org/practice/practice.aspx?file=Reading_Tides.xml\n\n===== PAGE 30 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q27", + "year": null, + "test_type": "MMT", + "question_number": "27", + "marks": 1, + "question": "Q 27 What does the following map represent? \nA % of electricity generation \nfrom renewable sources\nB % of people speaking local \ndialects \nC % of households with \ninternet access\nD % of population living in \nurban areas\nSource: https://www.geocurrents.info/blog/2012/07/04/mapping-renewable-electricity-generation/\n\n===== PAGE 31 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q28", + "year": null, + "test_type": "MMT", + "question_number": "28", + "marks": 1, + "question": "Q 28 Based on the image, which option describes the time of day and season \nfor New Zealand?\nA\nB\nC\nD Winter morning\nSummer morning\nWinter afternoon\nSummer afternoon\nSource: https://science.nasa.gov/earth/earth-\nobservatory/how-on-earth-was-this-image-made/ \n\n===== PAGE 32 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q29", + "year": null, + "test_type": "MMT", + "question_number": "29", + "marks": 1, + "question": "Q 29 Based on the geological features and labelled structures on the map, \nwhich of the following volcano classifications best describes Santorini?\nA\nB\nC\nD Stratovolcano\nLava Plateau\nShield Volcano\nCinder Cone\nSource: https://www.researchgate.net/figure/A-\nSeismotectonic-map-for-the-region-of-Southern-Aegean-\nB-Active-faults-of-the_fig1_270293778\n\n===== PAGE 33 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q30", + "year": null, + "test_type": "MMT", + "question_number": "30", + "marks": 1, + "question": "Q 30 What do the images suggest about the impact of global efforts to address \nozone depletion?\nA\nB\nC\nD Recovery started right after \n1980s agreements.\nOzone levels stayed constant \nwith little change.\nOzone kept thinning with no \nsigns of recovery.\nOzone loss slowed after 2000, \nshowing policy impact.\nTotal ozon (Dobson units)\nSource: https://science.nasa.gov/earth/earth-observatory/watching-the-ozone-hole-before-and-after-the-montreal-protocol-79198/\n\n===== PAGE 34 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q31", + "year": null, + "test_type": "MMT", + "question_number": "31", + "marks": 1, + "question": "Q 31 What thematic information is represented by the patterns and regional \ngroupings on this map of Europe?\nA\nB\nC\nD Vegetation types shaped by \nclimate and land use\nClimate zones defined by \ntemperature and precipitation\nSoil types based on \ncomposition and regional \ngeography\nAreas of different seismic risk \nacross Europe\nSource: https://www.zrss.si/wp-content/uploads/2023/07/SS_drzavna-stopnja_pola-1.pdf\n\n===== PAGE 35 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q32", + "year": null, + "test_type": "MMT", + "question_number": "32", + "marks": 1, + "question": "Q 32 Which of the following is NOT an outcome of gentrification affecting the urban poor?\nA New middle-class residents will make \ndaily goods and services less affordable \nfor poorer residents.\nB Higher income newcomers raise rental \ncosts, displacing original residents.\nC More businesses boost the local economy \nand improve employment opportunities.\nD Upscale food establishments increase \nfood variety and accessibility for the \nurban poor.\nSource: https://truthout.org/art/summer-refreshment-gentrification/\n\n===== PAGE 36 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q33", + "year": null, + "test_type": "MMT", + "question_number": "33", + "marks": 1, + "question": "Q 33 The map shows the fertility rate in 2023. Which of the following \nconclusions is supported by the map?\nA\nB\nC\nDMost countries in Europe have fertility \nrates below the replacement level.\nGlobally, the majority of countries have \nfertility rates under 4 births per woman.\nThe highest fertility rates are concentrated \nin Sub-Saharan Africa. \nMost Asian countries have fertility rates \nbetween 2 and 4 births per woman.\nSource: https://ourworldindata.org/fertility-rate\n\n===== PAGE 37 =====\nC", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q34", + "year": null, + "test_type": "MMT", + "question_number": "34", + "marks": 1, + "question": "Q 34 Which satellite image is illustrated with the correct weather symbols? ​\nL\nH\n H\nL\nA B\nD\nSource: \nhttps://www.severe-\nweather.eu/global-\nweather/wet-cold-\naustralian-winter-\ndefying-el-nino-alert-\nofficial-winter-weather-\nforecast-bh/\n\n===== PAGE 38 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q35", + "year": null, + "test_type": "MMT", + "question_number": "35", + "marks": 1, + "question": "Q 35 What type of resource is shown on the map provided?\nA\nB\nC\nD Speculative \nresource\nProven resource\nRenewable resource\nConditional \nresource\nSource: \nhttps://www.researchgate.net/figure/Map-\nshowing-the-AUs-of-the-CARA-is-color-coded-\nfor-mean-estimated-undiscovered-oil-\nOnly_fig3_26249371\n\n===== PAGE 39 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q36", + "year": null, + "test_type": "MMT", + "question_number": "36", + "marks": 1, + "question": "Q 36 Based on the Global Growth Forecasts for 2024, which general statement \nabout regional economic projections is most accurate?\nA\nB\nC\nD South American economies \nare expected to universally \noutperform other continents.\nMany established European \neconomies are forecast to \nexperience relatively modest \ngrowth\nNorth American nations are \nlargely anticipating significant \neconomic expansion\nEconomies in the Asian \ncontinent are projected for \nuniformly high growth\nSource: https://www.visualcapitalist.com/gdp-growth-forecasts-by-country-in-2024/\n\n===== PAGE 40 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q37", + "year": null, + "test_type": "MMT", + "question_number": "37", + "marks": 1, + "question": "Q 37 Which of the following options best explains the \"decoupling\" \nphenomenon illustrated in the graph?\nA\nB\nC\nD Urbanization reduced \nagricultural land\nImproved data tracking \nsupported more efficient \nland use.\nDietary shifts reduced land-\nintensive product demand\nTechnological advances \nimproved crop yields\nSource: https://ourworldindata.org/peak-agriculture-land?utm_campaign=mb&utm_medium=newsletter&utm_source=chatgpt.com\n\n===== PAGE 41 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q38", + "year": null, + "test_type": "MMT", + "question_number": "38", + "marks": 1, + "question": "Q 38 What central tension regarding tourism does the cartoon highlight?\nA\nB\nC\nD The differing expectations tourists \nand locals have regarding the pace \nand style of daily life in popular \ndestinations.\nThe challenges cities face in \nmanaging large tourist populations \nversus the need for urban \ndevelopment. \nThe struggle between tourists' \npursuit of perceived realism and \nlocal residents' experience of \ndisruption.\nThe conflict between tourist \ndemands for digital content versus \nlocal desires for economic growth. \nSource: https://www.pagina21.eu/emanuele-del-rosso-24/libex/\n\n===== PAGE 42 =====\nA 1 and 2\nB 1 and 3\nC 2 and 4\nD 3 and 4\n1 2\n3", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q39", + "year": null, + "test_type": "MMT", + "question_number": "39", + "marks": 1, + "question": "Q 39 To engage the local community, a Geopark organized a geological dessert \nbake-off. \nWhich of these four culinary geological features relate to divergent plate \nmovement? \nSources: \nhttps://www.flickr.com/photos/geolsoc/139571\n11120/in/set-72157644551255832\nhttps://blog.geolsoc.org.uk/2018/07/06/plate-\ntectonic-stories-competition-the-\nresults/hannah-moss-davies/\nhttps://blog.geolsoc.org.uk/2017/06/16/the-\n2017-great-geobakeoff-the-results/\nhttps://www.reddit.com/r/geology/comments/1h\n6qbb7/transform_fault_cake/\n4\n\n===== PAGE 43 =====", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + }, + { + "id": "igeo_mmt_sample_q40", + "year": null, + "test_type": "MMT", + "question_number": "40", + "marks": 1, + "question": "Q 40\nA\nB\nC\nD\nBelgian Remco Evenepoel won the Olympic cycling road race at the 2024 Paris \nOlympics. Where is the camera located?\nA B\nC\nD\nSources: https://www.etsy.com/no-\nen/listing/79747098/map-champ-de-mars-\nfrance-french-paris\nhttps://www.youtube.com/watch?v=H6Om072d\nfbU\n\n===== PAGE 44 =====\n• You have reached the last slide of the Multimedia \nTest.\n• Click on the arrow (↑ ←) to go back to the previous \npage(s) if you want to check your answers.\n• For fast navigation:\nClick here to go back to question 1\nClick here to go back to question 10\nClick here to go back to question 20\nClick here to go back to question 30\n• Wait silently until the time is over. \nDO NOT CLICK ON THE ESCAPE BUTTON, AS \nTHAT ENDS THE PRESENTATION.\nThe last slide", + "source_pdf": "MMT-Sample-Questions.pdf", + "extraction": "pdf_text", + "format": "multiple_choice" + } + ] +} \ No newline at end of file diff --git a/benchmark/iGeo/igeo_questions.jsonl b/benchmark/iGeo/igeo_questions.jsonl new file mode 100644 index 0000000000000000000000000000000000000000..01ed5ab5405f50683bd0aa25976e9c626badc8ad --- /dev/null +++ b/benchmark/iGeo/igeo_questions.jsonl @@ -0,0 +1,600 @@ +{"id": "igeo_1996_wrt_C17", "year": 1996, "host": "The Hague, Netherlands", "test_type": "WRT", "section": "C", "section_title": "The water cycle", "question_number": "17", "marks": 2.0, "question": "17. Because of what human activity has lake Aral subsided? (2 marks)", "resource_refs": [], "source_pdf": "1996WrittenTest.pdf", "marking_pdf": null, "extraction": "pdf_text"} +{"id": "igeo_1996_wrt_C18", "year": 1996, "host": "The Hague, Netherlands", "test_type": "WRT", "section": "C", "section_title": "The water cycle", "question_number": "18", "marks": 2.0, "question": "18. Mention two causes of the rising salt content of lake Aral. (2 marks) \n\n===== PAGE 2 =====", "resource_refs": [], "source_pdf": "1996WrittenTest.pdf", "marking_pdf": null, "extraction": "pdf_text"} +{"id": "igeo_1996_wrt_C19", "year": 1996, "host": "The Hague, Netherlands", "test_type": "WRT", "section": "C", "section_title": "The water cycle", "question_number": "19", "marks": 2.0, "question": "19. About 20 of the 24 species of fish in lake Aral have disappeared. Fishing, which amounted to 44,000 tons in \nthe fifties and which provided about 60,000 jobs, has gone down to zero. Make a connection between these facts \nand the subsidence of lake Aral. (2 marks)", "resource_refs": [], "source_pdf": "1996WrittenTest.pdf", "marking_pdf": null, "extraction": "pdf_text"} +{"id": "igeo_1996_wrt_C20", "year": 1996, "host": "The Hague, Netherlands", "test_type": "WRT", "section": "C", "section_title": "The water cycle", "question_number": "20", "marks": 3.0, "question": "20. The climate round lake Aral has changed. Summers have yielded higher temperatures, winters have become \ncolder. Because frost appears earlier and remains longer, the growth season has become shorter. Find a \nconnection between the changes in the climate and the subsidence of lake Aral. (3 marks)", "resource_refs": [], "source_pdf": "1996WrittenTest.pdf", "marking_pdf": null, "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_11a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "1", "section_title": "Climate", "question_number": "1a", "marks": 1.0, "question": "1a In what time of the year (month) was this satellite image taken? (1m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_11b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "1", "section_title": "Climate", "question_number": "1b", "marks": 2.0, "question": "1b Justify your choice by using information on this image. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_12a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "1", "section_title": "Climate", "question_number": "2a", "marks": 1.0, "question": "2a Mark the Inter Tropical Convergence Zone (ITCZ) by drawing two (2) \nlines on the world map on worksheet 1. (1m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_12b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "1", "section_title": "Climate", "question_number": "2b", "marks": 1.0, "question": "2b How can this zone be identified on the map. (1m) \nWrite down the three (3) atmospheric processes that take place in this \nzone. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_13a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "1", "section_title": "Climate", "question_number": "3a", "marks": 1.0, "question": "3a Draw a circle on the image on worksheet 1 to indicate \n- one (1) low pressure area (with a L) (1m) \n- one (1) high pressure area (with a H) (1m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_13b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "1", "section_title": "Climate", "question_number": "3b", "marks": 1.0, "question": "3b Justify your choice for the area of high pressure. (1m) \n \nPressure areas in the world \n \n4 The subtropical zone of high pressure in the Southern Hemisphere is \nmuch more distinct than the same kind of zone in the Northern \nHemisphere. \nExplain why. (2m) \n \nClimates and type of vegetation in Africa (sources 2 and 3 of \nSection 1) \n \nThere are four images (1 - 4) that show the natural vegetation of four \nAfrican regions There are also two climate graphs (A and B) of two \nclimate stations in Africa. \n \n5 The climate graphs match two of the four vegetation images. What is the \ntype of vegetation that is related to: \n- climate station A? (1m) \n- climate station B? (1m) \n \n6 Justify your answer to the following. \n- A and image … : because … (1m) \n- B and image … : because … (1m) \n \n7 Write your name and country on worksheet 2. \nClearly show the location of the climate stations by writing the letters A \nand B on the map of Africa. (2m) \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_21a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "1a", "marks": 2.0, "question": "1a What is the significance of the plus and minus signs in the circles \nsymbolising regions of origin and destination of migrants? (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_21b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "1b", "marks": 3.0, "question": "1b Name three (3) factors that might be regarded as ‘intervening obstacles’. \n(3m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_21c", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "1c", "marks": 2.0, "question": "1c With reference to the model above, describe two (2) reasons why a person \nwould choose NOT to migrate. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_21d", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "1d", "marks": 4.0, "question": "1d Using the terms used in the model, outline the major differences between \nPUSH and PULL migration. (4m) \n \n Refer to the source in Section 2 of the booklet. \nThis figure shows a population structure greatly influenced by migration. \nSome towns or regions wi thin countries of the more economically \ndeveloped world have this type of population structure.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_22a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "2a", "marks": 2.0, "question": "2a Name two (2) factors other than age, that make migration a selective \nprocess. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_22b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "2b", "marks": 2.0, "question": "2b Does this population structure belong to a town or region with a positive \nbalance of migration or with a negative balance of migration? \n Explain your choice. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_22c", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "2", "section_title": "The dynamics of population: migration", "question_number": "2c", "marks": 2.0, "question": "2c If the population structure shown in the source resulted from a \npositive balance of migration, name two (2) possible economic \nbenefits for this town or region. (2m) \n \n3 Name two (2) disadvantages that migrants might experience in their new \ncountry. (2m) \n \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_31a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "3", "section_title": "Volcano Merapi", "question_number": "1a", "marks": 1.0, "question": "1a Which geographical term is used to describe place A? (1m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_31b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "3", "section_title": "Volcano Merapi", "question_number": "1b", "marks": 1.0, "question": "1b Which geographical term is used to describe the underground seismic \ncentre of the earthquake. (letter B in source 4)? (1m) \n \nThe earthquake was not extremely strong, yet the number of victims was \nrelatively high. \n2 Explain two (2) factors that contributed to the relatively high number of \nvictims. (2m) \n \nWrite your name and country on worksheet 3. \nJava is located on the edge of two geological plates. The cross section of", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_44a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "4", "section_title": "Economic activity, the business world and", "question_number": "4a", "marks": 3.0, "question": "4a For any country in the developed world, give three (3) reasons which \nhelp to explain the declining employment in manufacturing industry in \nthe last forty years. (3m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_44b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "4", "section_title": "Economic activity, the business world and", "question_number": "4b", "marks": 3.0, "question": "4b Name three (3) ways in which governments in the developed world have \nreacted to such a trend. (3m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_45a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "4", "section_title": "Economic activity, the business world and", "question_number": "5a", "marks": 3.0, "question": "5a Give one (1) social, one (1) economical and one (1) political reason why \nsome countries of the North supply foreign aid to some countries of the \nSouth. (3m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_45b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "4", "section_title": "Economic activity, the business world and", "question_number": "5b", "marks": 2.0, "question": "5b Name two (2) benefits of foreign aid for the countries of the South. (2m) \n \n \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_51", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "1", "marks": null, "question": "1. This test consists of five sections. \n1 Climate 18 marks \n2 The dynamics of population: migration 19 marks \n3 Volcano ‘Merapi’ 15 marks \n4 Economic activity and the business world 18 marks \n5 Fresh water in the Middle East 20 marks", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_51a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "1a", "marks": 1.0, "question": "1a In what season is precipitation the lowest? (1m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_51b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "1b", "marks": 2.0, "question": "1b Explain your answer. (2m) \n \n \nRefer to map ‘Water between Turkey and the Gulf Region’ - Section 5, \nsource 2. \nApproximately 20% of the irrigated land in Iraq is no longer suitable for \nagriculture as a result of inappropriate methods of irrigation.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_52", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "2", "marks": null, "question": "2. The total of all marks is 90", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_52a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "2a", "marks": 2.0, "question": "2a Describe an inappropriate method of irrigation that has a negative \nimpact on the soil. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_52b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "2b", "marks": 2.0, "question": "2b Provide two (2) specific measures that could stop or reverse this process. \n(2m) \n \n \nIn several dry regions of the Middle East natural reservoirs of \ngroundwater occur. The capacity of a groundwater reservoir depends on \nthe nature of the rock formation", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_53", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "3", "marks": null, "question": "3. Give only the required number of answers (reasons, examples et cetera). For \ninstance, if the question asks for two reasons and you give more than two, only \nthe first two reasons will be marked.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_53a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "3a", "marks": 1.0, "question": "3a Which of the following rock formations has the highest capacity? (1m) \n- shale \n- sandstone \n- granite \n- limestone", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_53b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "3b", "marks": 1.0, "question": "3b Explain your answer. (1m) \n \n \n4 Write your name on worksheet 4 ‘Fresh Water in the Middle East. \nThere are different principles that can be used in dividing river water \nrights between countries. The table in worksheet 4 lists a number of these \nprinciples. \nAnalyse the situation for the river Euphrates and the countries Turkey, \nSyria and Iraq. \nFor each principle indicate in column A which country would benefit, \nand in column B which country would be disadvantaged. (4m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_54", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "4", "marks": null, "question": "4. Answer all questions on your answer sheets or worksheets. \nUse a new answer sheet for each sections (1 - 5).", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_55", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "5", "marks": null, "question": "5. Write your name and country on each of the five answer sheets and the four \nworksheets.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_55a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "5a", "marks": 2.0, "question": "5a Compare principles 1 and 2. Both are geographical in nature. \n Mention two (2) reasons why principle 2 is to be preferred to \n principle 1. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_55b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh Water in the Middle East", "question_number": "5b", "marks": 3.0, "question": "5b Compare the principles 4 to 8. Mention one (1) of these principles that, in \nyour opinion, should be included in negotiations over water rights \nbetween states. Justify your choice. (3m) \n \n \n\n===== PAGE 10 =====\n10 \nThe Greater Anatolian Project consists of a number of dams and artificial \nlakes in the river Euphrates in the South East of Turkey. It stimulates \nlarge scale irrigated agriculture. \nIt is to be expected that both the quantity and the quality of the water \ndownstream will be affected. \n \n6 Explain in what way(s) irrigation in South East Turkey can negatively \ninfluence the quality of the river water of the Euphrates. (2m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_56", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "6", "marks": null, "question": "6. The Sources booklet contains the maps and figures referred to in the questions.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_57", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "7", "marks": null, "question": "7. Time available: 150 minutes. \nNon-native speakers of English are allowed an additional 30 minutes.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_58", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "5", "section_title": "Fresh water in the Middle East", "question_number": "8", "marks": null, "question": "8. Non-native speakers of English are allowed to use dictionaries: English - native \nlanguage and native language - English. \n \n \nSuccess! \n\n===== PAGE 4 =====\n4", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_I3a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "I", "section_title": "s shown on worksheet 3.", "question_number": "3a", "marks": 1.0, "question": "3a Draw the path of both plates in the underground. (1m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_I3b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "I", "section_title": "s shown on worksheet 3.", "question_number": "3b", "marks": 1.0, "question": "3b Draw two (2) circles indicating the magma chambers mentioned in \n source 1. (1 m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_I3c", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "I", "section_title": "s shown on worksheet 3.", "question_number": "3c", "marks": 1.0, "question": "3c Write the following terms in the correct place in the cross section: \n(1m) \n- continental plate \n- oceanic plate \n- Java Trench", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_I3d", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "I", "section_title": "s shown on worksheet 3.", "question_number": "3d", "marks": 1.0, "question": "3d Draw two (2) arrows indicating the direction in which both plates move. \n (1m) \n \nWorksheet 3 ‘Volcano Merapi’ contains a map of the island of Java and \nthe surrounding sea. \n4 Draw a line on this map (source 2) indicating the path of the boundary \nbetween the oceanic and the continental plates. (1m) \n\n===== PAGE 7 =====\n7 \n \n5 Explain why both volcanism and earthquakes occur on the island of Java. \n(2m) \n \n \nThe nature of volcanism on Java is quite different from volcanism on \nIceland. On Java granitic magma is found whereas Iceland has basaltic \nmagma.", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_I6a", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "I", "section_title": "s shown on worksheet 3.", "question_number": "6a", "marks": 3.0, "question": "6a Use the words ‘high’ and ‘low’ to complete the columns ‘basaltic \nmagma’ and ‘granitic magma’ in the table on worksheet 3. (3m)", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2006_wrt_I6b", "year": 2006, "host": "Brisbane, Australia", "test_type": "WRT", "section": "I", "section_title": "s shown on worksheet 3.", "question_number": "6b", "marks": 1.0, "question": "6b Based on the properties of the Merapi magma, would an eruption be \nexplosive or quiet? (1m) \n \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2006iGeo_WRT_Questions.pdf", "marking_pdf": "2006iGeo_WRT_Markingscheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_11a", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "1", "section_title": "International tourism", "question_number": "1a", "marks": 4.0, "question": "1a 4m Comment on the real and anticipated changes in international \ntourism, both regionally and world-wide, from 1950 to 2020, and \nsuggest three reasons for these changes on the global scale.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_11b", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "1", "section_title": "International tourism", "question_number": "1b", "marks": 2.0, "question": "1b 2m Give two reasons why international tourism might NOT grow as \nmuch as expected.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_12", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "1", "section_title": "International tourism", "question_number": "2", "marks": 2.0, "question": "2 2m Describe the spatial distribu tion of the world’s Top 10 Tourism \nDestinations (source 2) and give one possible reason for this \ndistribution.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_13", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "1", "section_title": "International tourism", "question_number": "3", "marks": 2.0, "question": "3 2m Which countries had a higher or lower Top 10 Tourism Destinations \nrank in 2006 than they did in 2003? Suggest two reasons for these \nchanges.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_14", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "1", "section_title": "International tourism", "question_number": "4", "marks": 4.0, "question": "4 4m What are some of the positive and negative impacts of international \ntourism? Fill in one impact in each cell of Table 1 on worksheet 1. \n \n \n \n \n \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_21", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "1", "marks": 1.0, "question": "1 1m Lines 1 and 2 in source 1 demarcate ecosystems. \nWhat is the name of the ecosystem between the two lines?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_22a", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "2a", "marks": 1.0, "question": "2a 1m The so-called Cold Pole is the place where the lowest winter temperatures \nin the Northern Hemisphere are measured. Mark on the map on \nworksheet 2 where the Cold Pole is located.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_22b", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "2b", "marks": 1.0, "question": "2b 1m What is the lowest temperature ever recorded there in degrees Fahrenheit \nor Celsius?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_22c", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "2c", "marks": 2.0, "question": "2c 2m Give (besides the northerly location) two causes for these very harsh \nclimatic conditions.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_23", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "3", "marks": 1.0, "question": "3 1m How are the decrease in Arctic ice cover and the Gulf Stream (North \nAtlantic Drift) interlinked?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_24", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "4", "marks": 3.0, "question": "4 3m Name two mammal species in the Arctic region which are threatened \nby global warming. Explain how they are threatened.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_25", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "5", "marks": 2.0, "question": "5 2m Name two positive side effects of the decrease in Arctic ice.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_26", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "2", "section_title": "Climate & climate change (global warming)", "question_number": "6", "marks": 1.0, "question": "6 1m Name one political consequence for the Arctic region of the decrease in \n Arctic ice. \n \n \n \n \n \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_31", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "3", "section_title": "Bogotá (Colombia)", "question_number": "1", "marks": 2.0, "question": "1 2m Why is the old town centre (source 3: built-up area until 1790) located at \nthe eastern fringe (edge) of modern Bogotá and not in the \ngeographical centre of the city?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_32", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "3", "section_title": "Bogotá (Colombia)", "question_number": "2", "marks": 2.0, "question": "2 2 m Source 2 shows the population growth of Bogotá. Much of that \ngrowth was a result of rural-urba n migration in Colombia. Was this \ninfluence of more importance in Bogotá before or after 1985? \nWhich data in source 2 show this clearly?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_33", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "3", "section_title": "Bogotá (Colombia)", "question_number": "3", "marks": 2.0, "question": "3 2m The city of Bogotá shows a clear social structure: the rich North and \nthe poor South. (source 1) \nWrite on your answer sheet the letters corresponding to all possible \nreasons for this strong contrast. \na) the climate \nb) the relief \nc) the location of the industry \nd) the railway lines \ne) the distribution of forests and recreational areas", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_34", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "3", "section_title": "Bogotá (Colombia)", "question_number": "4", "marks": 3.0, "question": "4 3m Source 1 shows that the former Central Business District (CBD) was \nlocated in the old city centre whereas the new CBD is in the North of \nBogotá. \nGive three reasons for this shift.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_35", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "3", "section_title": "Bogotá (Colombia)", "question_number": "5", "marks": 2.0, "question": "5 2m According to source 1 there is one area of very low socio-economic \nstatus and a nearby partly dange rous neighbourhood in the Northern \nhalf of Bogotá. Explain their location. \n \n \n \n \n \n \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_41", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "4", "section_title": "Energy futures and sustainability", "question_number": "1", "marks": 1.0, "question": "1 1m In terms of energy supply, the mature industrial economies shown in \nsource 1 : \n1. have uniform sources and patterns of energy generation, \n2. are heavily dependent (more than 2/3 of energy supply) on non \nrenewable fuels alone, \n3. use a significant amount (more than 1/5 of energy supply) from \nnuclear energy sources, \n4. have exploited renewable hydro-electricity extensively (more than \n1/5 of energy supply).", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_42", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "4", "section_title": "Energy futures and sustainability", "question_number": "2", "marks": 1.0, "question": "2 1m With reference to renewable energy (source 2 ), which of the following \nstatements is NOT true: \n1. the technologies of hydroelectricity generation are well known, \nbut further development is dependent on reliable runoff and \nsuitable dam sites, \n2. new technologies like wind power generation have appeared and \ngrown rapidly in generation capacity partly as a consequence of \nthe limited supply and high price of fossil fuels, \n3. geothermal options, using steam driven turbines to generate \nelectricity, are widely available geographically, with the potential \nto provide 15% of global energy needs in the next 10 years, \n4. 'Bio-fuels' like ethanol additives can complement oil-based \nenergy, but large scale conversion of croplands to grow fuel feed-\nstocks may threaten existing food supply. \n \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_43", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "4", "section_title": "Energy futures and sustainability", "question_number": "3", "marks": 1.0, "question": "3 1m The geographical patterns of gl obal oil use per cap ita are distinct \n(source 4 ). \nThey show \n1. mature industrial countries in temperate latitudes are the only \nmajor users of oil, \n2. more than half the world's population have oil use figures per \ncapita that are in the lowest two levels of oil consumption, \n3. only countries that have high levels of oil production have high \nlevels of oil consumption per capita, \n4. as emerging economies, China and India have higher levels of \nconsumption per capita than countries in South America.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_44", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "4", "section_title": "Energy futures and sustainability", "question_number": "4", "marks": 3.0, "question": "4 3m Explain how the globa l distribution of natura l resources contributes \nto differential patterns of sustainable energy generation.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_45", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "4", "section_title": "Energy futures and sustainability", "question_number": "5", "marks": 3.0, "question": "5 3m Using source 4 , provide an analysis of the global patterns of energy use as \nindicated in the distribution of oil consumption per capita.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_46", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "4", "section_title": "Energy futures and sustainability", "question_number": "6", "marks": 4.0, "question": "6 4m Coal and oil provided the fossil- fuel energy drivers of industrial \neconomies since 1780. Hydro power has been used as a renewable energy \nsupply for industry for about 100 years. Biomass, although controversial, \nwill fuel vehicles. \nWrite a paragraph (between 100-200 words) about wind and geothermal \ngeneration as renewable sources of industrial energy supply. \n \n \n \n \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_51a", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "5", "section_title": "Pot-in-pot system", "question_number": "1a", "marks": 1.0, "question": "1a 1m In which climate zone is Northern Nigeria situated?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_51b", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "5", "section_title": "Pot-in-pot system", "question_number": "1b", "marks": 1.0, "question": "1b 1m Which major climatic characteri stic causes food to be spoiled in \nNorthern Nigeria ? \n \n \nSee source 1", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_52", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "5", "section_title": "Pot-in-pot system", "question_number": "2", "marks": 1.0, "question": "2 1m Describe why the pot-in-pot devi ce is particularly efficient in \novercoming the food spoilage problem in such climatic conditions. \n \n \nSee sources 1 and 2.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_53", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "5", "section_title": "Pot-in-pot system", "question_number": "3", "marks": 4.0, "question": "3 4m Illustrate with four arguments why the pot-in-pot device is such a \nsuccessful concept in regions like Northern Nigeria. \n \n \nSee the introductory paragraphs and sources 1 and 2. \nBenefiting from Mohammed Bah Abba’s project, farmers sell products on \ndemand nowadays and family income level rises noticeably in the \ncommunities where the pot-in-pot device has been widely adopted.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_54", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "5", "section_title": "Pot-in-pot system", "question_number": "4", "marks": 3.0, "question": "4 3m In addition to the economic effect, describe three positive impacts of this \nproject on societal aspects of the rural communities. \n \n \n \n\n===== PAGE 10 =====\n10", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_61", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "6", "section_title": "Climates of China and the Olympic Games", "question_number": "1", "marks": 4.0, "question": "1 4m Write the letters A, B, D and E of the climate diagrams in source 1 on \nyour answer sheet and put the righ t city beside each letter. The \nclimate diagram of Beijing (C) can be used as a reference. \nChoose from the following cities: \n- Guangzhou \n- Lhasa \n- Shanghai \n- Urumqi", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_62", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "6", "section_title": "Climates of China and the Olympic Games", "question_number": "2", "marks": 1.0, "question": "2 1m Which proposition concerning Beijing is wrong? Write the number of the \nWRONG proposition on your answer sheet. \n1. The hot, humid, summers are due to the East Asian monsoon and \nthe cold, windy, dry winters reflect the influence of the vast \nSiberian anticyclone. \n2. The surrounding hills and low wind speeds restrict venting of \npollution, which build up over several days until dispersed by \nwind or removed by rain. \n3. Erosion of deserts in southern and southwestern China results in \nseasonal dust storms that plague the city. \n4. Hong Kong has similar weather conditions in summer and so is an \nideal place to serve as a pre-olympic base for overseas sports \nteams to acclimatize themselves.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_63", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "6", "section_title": "Climates of China and the Olympic Games", "question_number": "3", "marks": 2.0, "question": "3 2m Photographs 1 and 2 in source 3 were taken in the vicinity of two cities. \nWrite the figures 1 and 2 of the photographs on your answer sheet and put \nthe right city from the list below beside each figure. \n- Beijing \n- Guangzhou \n- Lhasa \n- Shanghai \n- Urumqi \n \n \n\n===== PAGE 11 =====\n11 \n \nSee source 4.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_64", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "6", "section_title": "Climates of China and the Olympic Games", "question_number": "4", "marks": 2.0, "question": "4 2m If all visitors to the Olympic Games (2.500.000) could use the new toilets \n(3 times a day) during a two-week stay, approximately how much water \nin m³ would be saved?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_65", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "6", "section_title": "Climates of China and the Olympic Games", "question_number": "5", "marks": 1.0, "question": "5 1m If only climatological conditions are considered, which city would be a \nbetter location than Beijing for a summer Olympics? \n1. Guangzhou \n2. Lhasa \n3. Shanghai \n4. Urumqi \n \n \nPlaying sport in Beijing might be difficult because of hot climate \nconditions in August and air pollution (smog). For dealing with these \nproblems there are some possible solutions.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_66", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "6", "section_title": "Climates of China and the Olympic Games", "question_number": "6", "marks": 1.0, "question": "6 1m Which solution is NOT an option for the Beijing Olympics? \n1. Reschedule some endurance events. \n2. Reduce the number of (polluting) vehicles on the streets. \n3. Produce enough solar power on top of Olympic installations to \nclose a number of power plants. \n4. Shoot canisters, containing silver iodide or dry ice, into the sky to \ncreate rain. \n \n \n \n \n \n \n\n===== PAGE 12 =====\n12", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_71", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "7", "section_title": "Food problems", "question_number": "1", "marks": 2.0, "question": "1 2m Describe the features of diets in the countries where the supply of \nnourishment is over 3000 kcal (kilocalories). \n \n \nSee source 2.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_72", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "7", "section_title": "Food problems", "question_number": "2", "marks": 1.0, "question": "2 1m For what reason has the supply of nutrition from 1970 to 2001 increased \nmore, for example, in the Arab Maghreb Union than in Developed \nCountries?", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_73", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "7", "section_title": "Food problems", "question_number": "3", "marks": 2.0, "question": "3 2m From source 2, you may understand the supply of nutrition has increased \nbecause of the Green Revolution in South Asia. Although that revolution \nhas contributed to the increase in the food harvest in this area, it has \nhelped broaden the gap between people with high and people with low \nsocio-economic status in the agricultural sector. \nExplain the reason for this broadening of the gap. \n \n \nSee source 3.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_74", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "7", "section_title": "Food problems", "question_number": "4", "marks": 3.0, "question": "4 3m Give three reasons (besides the Green Revolution) why the production of \nfood remains at a low level in Africa.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_wrt_75", "year": 2008, "host": "Carthage, Tunisia", "test_type": "WRT", "section": "7", "section_title": "Food problems", "question_number": "5", "marks": 2.0, "question": "5 2m Concerning food production and population, describe the differences \nbetween Europe and North & Central America on the one side, and Asia, \nChina and South America on the other side.", "resource_refs": [], "source_pdf": "2008iGeo_Assignments_WRT.pdf", "marking_pdf": "2008iGeo_MarkingScheme_WRT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_II1", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "II", "section_title": "Flood", "question_number": "1", "marks": 3.0, "question": "3m 1 Look at the table in Source 1, and calculate the recurrence interval (T) of the \npeak discharge in years 1925, 1938 and 1944. \n \n1925: .............................................................................................................. \n \n1938: .............................................................................................................. \n \n1944: .............................................................................................................. \n \n \n \nmarks \n \n\n===== PAGE 8 =====\n \n \n 8 \nName student \nName team \n \nPlotting a semi-log graph \nOn semi-log graph paper, one axis has a log scale and the other axis has a \nlinear scale. The idea here is we use semi-log paper so that we can more easily \nsee details for small values as well as large values.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_II2", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "II", "section_title": "Flood", "question_number": "2", "marks": 4.0, "question": "4m 2 Plot the data points on the semi-log graph paper below with \nx-axis = Recurrence interval (T) (year), and y-axis = discharge (cfs x 1000). \nThen, draw a best-fit (not point-to-point) smooth curve to fit the data points. This \nis the flood-frequency curve for the given river at the specified location. \n \n \nSemi-log graph paper for flood-frequency curve \n \n \n \n \n \n \n \n\n===== PAGE 9 =====\n \n \n 9 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_II3", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "II", "section_title": "Flood", "question_number": "3", "marks": 2.0, "question": "2m 3 With reference to the flood-frequency curve you have just constructed, answer \nthe following questions. \n \na What is the expected discharge during a ten-year flood (or flood of a ten-\nyear recurrence interval)? \n \n....................................................................................................................... \n \nb What is the recurrence interval for a flood with a discharge of 200,000 cfs? \n \n....................................................................................................................... \n \nTake a close look at Source 1.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_II4a", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "II", "section_title": "Flood", "question_number": "4a", "marks": 1.0, "question": "1m 4a Compare the ranks of the peak discharge (R) with the years in which they occur. \nWhat do you notice about the two sets of figures? \n \n....................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_II4b", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "II", "section_title": "Flood", "question_number": "4b", "marks": 3.0, "question": "3m 4b Give three possible reasons why the pattern you have observed may have \noccurred. \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \n3: .................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 10 =====\n \n \n 10 \nName student \nName team \n \n \n \n\n===== PAGE 11 =====\n \n \n 11 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_III1", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "III", "section_title": "Population geography", "question_number": "1", "marks": 3.0, "question": "3m 1 Give three characteristics of South Korea’s changing population structure. \n \n1: .................................................................................................................... \n \n....................................................................................................................... \n \n2: .................................................................................................................... \n \n....................................................................................................................... \n \n3: .................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_III2", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "III", "section_title": "Population geography", "question_number": "2", "marks": 2.0, "question": "2m 2 Describe South Korea’s transition from an ‘aging’ to a ‘super-aged’ society. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_III3", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "III", "section_title": "Population geography", "question_number": "3", "marks": 3.0, "question": "3m 3 Compare South Korea’s transition with that of the other countries for which data \nis supplied. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n \n \nmarks \n\n===== PAGE 12 =====\n \n \n 12 \nName student \nName team \n \nNowadays, economically developed countries suffer mainly from civilization \nillnesses, while economically less developed countries suffer from parasite and \ninfectious diseases.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_III4a", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "III", "section_title": "Population geography", "question_number": "4a", "marks": 2.0, "question": "2m 4a Give two examples of civilization illnesses in economically developed countries: \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \nGive two main causes of these diseases: \n \n1: .................................................................................................................... \n \n2: ....................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_III4b", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "III", "section_title": "Population geography", "question_number": "4b", "marks": 2.0, "question": "2m 4b Give two examples of parasite and infectious diseases in economically less \ndeveloped countries: \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \nGive two main causes of these diseases: \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \nGlobal epidemics, such as SARS, bird flu, swine flu etc., are more likely to \nhappen nowadays than they used to.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_III5", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "III", "section_title": "Population geography", "question_number": "5", "marks": 2.0, "question": "2m 5 Give two reasons for this: \n \n1: .................................................................................................................... \n \n....................................................................................................................... \n \n2: .................................................................................................................... \n \n....................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 13 =====\n \n \n 13 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV1", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "1", "marks": 1.0, "question": "1m 1 Identify two photos which represent a landscape developed in arid climates? \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV2", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "2", "marks": 1.0, "question": "1m 2 Identify two landscapes (in photos A – F) where volcanic activity has partly \ncontributed to their formation. \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV3", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "3", "marks": 1.0, "question": "1m 3 Circle the name of the feature that photo D represents. \n \na dyke \nb sill \nc laccolith \nd batholith", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV4", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "4", "marks": 1.0, "question": "1m 4 Circle the name of the feature that photo E represents. \n \na hamada \nb wadi \nc dry canyon \nd playa", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV5a", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "5a", "marks": 1.0, "question": "1m 5a What is the specific name of the features represented in photo F? \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV5b", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "5b", "marks": 2.0, "question": "2m 5b How are these landforms created? \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV6", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "6", "marks": 1.0, "question": "1m 6 Name two regions of the world where a landscape like that in photo A can \ndevelop. \n \nRegion 1: ......................................................................................................... \n \nRegion 2: ......................................................................................................... \n \n \nmarks \n\n===== PAGE 14 =====\n \n \n 14 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV7", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "7", "marks": 2.0, "question": "2m 7 The rock on which the landscape in photo C was created is (please circle your \nanswers) … \n \na granite \nb basalt \nc andesite \nd rhyolite \n \n… and it belongs to the … \n \na sedimentary group \nb metamorphic group \nc igneous group", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_IV8", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "IV", "section_title": "Landforms", "question_number": "8", "marks": 3.0, "question": "3m 8 What is the specific name of the feature represented in photo B? \n \n....................................................................................................................... \n \nBriefly explain why this feature occurs. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 15 =====\n \n \n 15 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_VI1", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "VI", "section_title": "Natural hazards", "question_number": "1", "marks": 3.0, "question": "3m 1 Look at the photos and hints. \nName the country and the type of natural disaster that occurred. \n \nHints for … Country and type of disaster \nphoto A \nEarth’s axis shifted 8 cm; \nthe day is now 1.26 microseconds \nshorter. \n \n \nphoto B \nOver 230,000 deceased, air traffic \ncongestion. \n \n \n \nphoto C \n“Instead of cash, they sent us ash.” \n \n \n \n \nphoto D \nDuration of around 10 minutes; \nrupture of over 1300 km. \n \n \n \nphoto E \nCostliest disaster in the country left \n3 million people without electricity. \n \n \n \nphoto F \n11 missing workers; affected area \napproximately 100,000 km \n2. \n \n \n \n \n \n \nmarks \n\n===== PAGE 18 =====\n \n \n 18 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_VI2", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "VI", "section_title": "Natural hazards", "question_number": "2", "marks": 3.0, "question": "3m 2 Locate these disasters (A – F) on the map.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_VI3", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "VI", "section_title": "Natural hazards", "question_number": "3", "marks": 3.0, "question": "3m 3 Which of the natural disasters listed in question 1 on average causes the most \nhuman casualties? \n \n....................................................................................................................... \n \nGive four reasons. \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \n3: .................................................................................................................... \n \n4: .................................................................................................................... \n \n \n \n \nmarks \n\n===== PAGE 19 =====\n \n \n 19 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_VI4", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "VI", "section_title": "Natural hazards", "question_number": "4", "marks": 6.0, "question": "6m 4 Choose two different types of disaster you have identified. For each one , name \ntwo effects on the local population, environment and economy. \n \nEffects on local ... Disaster \npopulation environment economy \n1 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n2 \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nmarks", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_I1", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "I", "section_title": "Millennium Development Goals (MDGs)", "question_number": "1", "marks": 3.0, "question": "3m 1 On the list below circle three targets of the MDGs that are targeted by this \nproject. \n− A global partnership for development \n− Achieve universal primary education \n− Combat HIV/AIDS, malaria and other diseases \n− Ensure environmental sustainability \n− Eradicate extreme poverty and hunger \n− Improve maternal health \n− Promote gender equality and empower women", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_I2", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "I", "section_title": "Millennium Development Goals (MDGs)", "question_number": "2", "marks": 2.0, "question": "2m 2 Why give women in Burkina Faso the opportunity to receive a micro-loan? \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_I3", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "I", "section_title": "Millennium Development Goals (MDGs)", "question_number": "3", "marks": 2.0, "question": "2m 3 Give four activities for which women might use micro-loans. \n \n1:..................................................................................................................... \n \n2:..................................................................................................................... \n \n3:..................................................................................................................... \n \n4:.....................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_I4", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "I", "section_title": "Millennium Development Goals (MDGs)", "question_number": "4", "marks": 2.0, "question": "2m 4 Circle three countries where the use of micro-loans could be a way to achieve \nthe Millennium Development Goals. \n \nBangladesh Kuwait \nCanada Nicaragua \nGermany Sudan \n \nmarks \n \n\n===== PAGE 6 =====\n \n \n 6 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_I5", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "I", "section_title": "Millennium Development Goals (MDGs)", "question_number": "5", "marks": 3.0, "question": "3m 5 Which three countries from the table above have a lot of migrant workers? \nGive a specific reason for each of the chosen countries. \n \nCountry 1 and reason: ..................................................................................... \n \n....................................................................................................................... \n \nCountry 2 and reason: ..................................................................................... \n \n....................................................................................................................... \n \nCountry 3 and reason: ..................................................................................... \n \n....................................................................................................................... \n\n===== PAGE 7 =====\n \n \n 7 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_V1", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "V", "section_title": "Agriculture and environment", "question_number": "1", "marks": 3.0, "question": "3m 1 Describe briefly the main characteristics of the structure of Indian agriculture. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_V2", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "V", "section_title": "Agriculture and environment", "question_number": "2", "marks": 3.0, "question": "3m 2 Construct a vicious circle about the causes and consequences of the structure of \nIndian agriculture. Make sure your circle consists of at least five components. \nStart your vicious circle with Poverty. \n \n \n \n \n \n \n \n \n \n \nmarks \n \n\n===== PAGE 16 =====\n \n \n 16 \nName student \nName team \n \nAgain take a close look at the two photos in Source 1.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_V3", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "V", "section_title": "Agriculture and environment", "question_number": "3", "marks": 1.0, "question": "1m 3 What problems might the farmers in the photos have when they try to irrigate \ntheir land? \n \n....................................................................................................................... \n \n....................................................................................................................... \n \nThe satellite image in Source 2a is taken at the border of Haiti and the \nDominican Republic, countries that share the island of Hispaniola in the Greater \nAntilles. Though the two countries had quite similar natural environments when \nthe Spaniards arrived in these territories in the 16 \nth century, Haiti (roughly the \nleft part of the image) has changed this environment quite drastically in the last \ndecades. \n \nUsing the information provided by the Sources 2a, 2b and 2c, answer the \nfollowing questions.", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_V4", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "V", "section_title": "Agriculture and environment", "question_number": "4", "marks": 1.0, "question": "1m 4 Identify the main environmental problem Haiti is facing in this area. \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_V5", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "V", "section_title": "Agriculture and environment", "question_number": "5", "marks": 2.0, "question": "2m 5 Explain the causes of this environmental problem. \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n....................................................................................................................... \n \n.......................................................................................................................", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_wrt_V6", "year": 2010, "host": "Taipei, Taiwan", "test_type": "WRT", "section": "V", "section_title": "Agriculture and environment", "question_number": "6", "marks": 3.0, "question": "3m 6 The impact of this environmental problem on the people of Haiti is immense, but \nit also has an impact on the physical environment. \nName three different physical impacts arising from this environmental \nproblem. \n \n1: .................................................................................................................... \n \n2: .................................................................................................................... \n \n3: .................................................................................................................... \n \n \nmarks \n \n\n===== PAGE 17 =====\n \n \n 17 \nName student \nName team", "resource_refs": [], "source_pdf": "2010iGeo_WRT_question.pdf", "marking_pdf": "2010iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2012_wrt_A1", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "1", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_A2", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "2", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_A3", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "3", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_A4", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "4", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_A5", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "5", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_A6", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "6", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_A7", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "A", "section_title": "Urbanisation and Megacities", "question_number": "7", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_B1", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "B", "section_title": "Impacts of Coastal Development", "question_number": "1", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_B2", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "B", "section_title": "Impacts of Coastal Development", "question_number": "2", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_B3", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "B", "section_title": "Impacts of Coastal Development", "question_number": "3", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_B4", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "B", "section_title": "Impacts of Coastal Development", "question_number": "4", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_B5", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "B", "section_title": "Impacts of Coastal Development", "question_number": "5", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_C1", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "C", "section_title": "Climate and Climate Change", "question_number": "1", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_C2", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "C", "section_title": "Climate and Climate Change", "question_number": "2", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_C3", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "C", "section_title": "Climate and Climate Change", "question_number": "3", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_C4", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "C", "section_title": "Climate and Climate Change", "question_number": "4", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_C5", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "C", "section_title": "Climate and Climate Change", "question_number": "5", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_D1", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "D", "section_title": "Vulnerability to Natural Hazards in the Pacific Islands", "question_number": "1", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_D2", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "D", "section_title": "Vulnerability to Natural Hazards in the Pacific Islands", "question_number": "2", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_D3", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "D", "section_title": "Vulnerability to Natural Hazards in the Pacific Islands", "question_number": "3", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_E1", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "1", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_E2", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "2", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_E3", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "3", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_E4", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "4", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_E5", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "5", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_E6", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "6", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_F1", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "F", "section_title": "Agriculture", "question_number": "1", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_F2", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "F", "section_title": "Agriculture", "question_number": "2", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_F3", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "F", "section_title": "Agriculture", "question_number": "3", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2012_wrt_F4", "year": 2012, "host": "Cologne, Germany", "test_type": "WRT", "section": "F", "section_title": "Agriculture", "question_number": "4", "marks": null, "question": null, "resource_refs": [], "source_pdf": "2012WRT_QandA.pdf", "marking_pdf": "2012WRT_markingscheme.pdf", "extraction": "structure_from_marking_overview"} +{"id": "igeo_2013_wrt_A1", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "A", "section_title": "Tourism and Conservation", "question_number": "1", "marks": 3.0, "question": "3m 1. Study the Diercke International Atlas (later on referred to as the Atlas) pages 196–197 map 1 \n“Tourism”. \nIdentify the 3 main areas of the world where tourism is important because of the relative \nnumber of visitors to the number of inhabitants according to the map key. \nSuggest reasons why these areas attract so many tourists. \n \nArea 1: ........ ....... ......... ........... ...... ....... Reasons: ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nArea 2 : ................................................ Reasons: ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nArea 3 : ................................................ Reasons: ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_A2", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "A", "section_title": "Tourism and Conservation", "question_number": "2", "marks": 4.0, "question": "4m 2. Study the Atlas pages 56 –57 maps “Europe – Tourism”, especially map 3 “Albir and \nBenidorm – Different types of tourism”. \nCompare and contrast the tourist resorts of Albir and Benidorm. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n4: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_A3", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "A", "section_title": "Tourism and Conservation", "question_number": "3", "marks": 3.0, "question": "3m 3. Describe the goals of ecotourism. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_A4", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "A", "section_title": "Tourism and Conservation", "question_number": "4", "marks": 5.0, "question": "5m 4. To what extent are protected areas (e.g. national parks) effective in the conservation of \nnatural environments? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_B1", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "B", "section_title": "Volcanoes and Tectonic Activity", "question_number": "1", "marks": 3.0, "question": "3m 1. Study Resource Booklet Sources B1–B3 pictures of the volcanoes. \nIn the table below n ame the types of volcano in the 3 photographs and in a few words \ndescribe the tectonic conditions under which each volcano was formed , using the A tlas \npages 174–175 map 1 “Plate tectonics, volcanism and earthquakes”. \n \n Haleakalā Merapi Surtsey \nVolcano \ntype \n \nTectonic \nconditions", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_B2", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "B", "section_title": "Volcanoes and Tectonic Activity", "question_number": "2", "marks": 2.0, "question": "2m 2. Explain the difference in shape between the volcanoes of Haleakalā and Merapi. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_B3", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "B", "section_title": "Volcanoes and Tectonic Activity", "question_number": "3", "marks": 3.0, "question": "3m 3. Which of the 3 volcanoes in the pictures will probably pose the biggest threat to people and \nthe environment in the near future? Give reasons for your choice. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_B4", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "B", "section_title": "Volcanoes and Tectonic Activity", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Source B4 picture of the volcano. \nDescribe the different phases of volcanic activity of the area in the photograph. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_B5", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "B", "section_title": "Volcanoes and Tectonic Activity", "question_number": "5", "marks": 2.0, "question": "2m 5. Outline 2 ways in which scientists try to forecast volcanic eruptions. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_B6", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "B", "section_title": "Volcanoes and Tectonic Activity", "question_number": "6", "marks": 3.0, "question": "3m 6. Explain why some people live on the slopes of active volcanoes. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_C1", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "C", "section_title": "Managing Urban Areas", "question_number": "1", "marks": 4.0, "question": "4m 1. Study the cartoon which makes a comment on the process of urban sprawl. \nExplain the causes and the consequences of urban sprawl. \n \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 10 =====\n10", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_C2", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "C", "section_title": "Managing Urban Areas", "question_number": "2", "marks": 6.0, "question": "6m 2. Outline the effects of urban structure upon microclimate in the urban area. \n \nTemperature Wind Humidity", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_C3", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "C", "section_title": "Managing Urban Areas", "question_number": "3", "marks": 5.0, "question": "5m 3. Identify and discuss 2 ways in which management practices could make urban areas more \nsustainable. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 11 =====\n11", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D1", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "1", "marks": 2.0, "question": "2m 1. Study Resource Booklet Source D1 the map showing world distribution of electricity \nproduced from gas. \nDescribe the pattern of global electricity production from gas as shown on the map. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D2", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "2", "marks": 2.0, "question": "2m 2. Why do shale rocks often contain gas deposits? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D3", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "3", "marks": 2.0, "question": "2m 3. Study the textbox below on ‘A New Resource’. \nWhy is the extraction of shale gas by fracking more difficult than conventional gas extraction? \n \nA New Resource \n \nThe use of new technology has revealed that there are large reserves of natural gas in \nshale rocks. In the United States shale gas has become an increasingly important source \nof natural gas since the start of this century, and interest has spread to potential gas \nshales in the rest of the world. In 2000 shale gas provided only 1% of the natural gas \nproduction in the United States; by 2010 it was over 20%. \n \nThe conventional gas resources are much easier to extract compared to shale gas. The \nuse of a new technique, called fracking, has increased the possibilities of shale gas \nexploitation. With the use of explosives, cracks are made in the shale at depths of up to 3 \nor 4 kilometres. Afterwards water, sand and chemicals are pumped into the boreholes. The \nsand fills the cracks and keeps them open. After the water is pumped away, gas will flow \nout of the shales. From one borehole gas can be extracted from the nearby shales. But the \nboreholes eventually have to be relocated to another area. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 12 =====\n12", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D4", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Source D2 the block diagram showing the fracking process. \nGive 2 possible impacts on the environment of increasing shale gas extraction. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D5", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "5", "marks": 2.0, "question": "2m 5. Give 2 reasons why countries in South America, such as Venezuela and Brazil, might not \nhave the exploitation of shale gas as a high priority. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D6", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "6", "marks": 2.0, "question": "2m 6. Give 2 reasons why some Western European countries are particularly interested in shale \ngas exploitation in addition to conventional energy production. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 13 =====\n13", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_D7", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "D", "section_title": "World Energy Production", "question_number": "7", "marks": 3.0, "question": "3m 7. Discuss ways in which governments can reduce the amount of en ergy use d in their \ncountries. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank. \n \n\n===== PAGE 15 =====\n15", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_E1", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "E", "section_title": "Climate Change in Sudan", "question_number": "1", "marks": 3.0, "question": "3m 1. Study the Atlas pages 176–177 map 4 “World climates – Effective classification according to \nA. Siegmund and P. Frankenberg”. \nGive 3 reasons for climatic differences between Juba (southern Sudan, now known as South \nSudan) and Cuzco (Peru). \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_E2", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "E", "section_title": "Climate Change in Sudan", "question_number": "2", "marks": 3.0, "question": "3m 2. Study the Atlas pages 178–179 Map “The world – Ecozones/vegetation”. \nExplain how the different ecozones/vegetation types surrounding Juba and Cuzco are \ninfluenced by the climate. \n \nJuba: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nCuzco: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 16 =====\n16", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_E3", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "E", "section_title": "Climate Change in Sudan", "question_number": "3", "marks": 2.0, "question": "2m 3. Study Resource Booklet Source E1 graph showing climate aspects of southern Sudan. \nThe rise in average air temperature could be used to support the argument for global \nwarming. \nSuggest 2 reasons why people might oppose this view, using the graph. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_E4", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "E", "section_title": "Climate Change in Sudan", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Source E1 graph showing climate aspects of southern Sudan. \nThe decrease in evapotranspiration is greater than in rainfall. \nWhy in very warm regions can increasing air temperatures reduce evapotranspiration? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_E5", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "E", "section_title": "Climate Change in Sudan", "question_number": "5", "marks": 3.0, "question": "3m 5. Predict the consequences for local farmers as a result of this climate change in southern \nSudan. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 17 =====\n17", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_E6", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "E", "section_title": "Climate Change in Sudan", "question_number": "6", "marks": 2.0, "question": "2m 6. Study Resource Booklet Source E2 the climate change maps of Sudan. \nUsing the black-and-white maps below: \na) Sketch on Map A – your prediction for the location of the 500 mm rainfall isohyet for \nthe period 2010–2039 if the trends continue. \nb) Sketch on Map B – your prediction for the location of the 30°C isotherm for the period \n2010–2039 if the trends continue. \nBase your answer on prior knowledge and the Atlas pages 162 –163 “Northern Africa – \nPhysical map”. \n \n \n \n \nStudent number: \n\n===== PAGE 18 =====\n18 \nThis page is intentionally blank. \n \n\n===== PAGE 19 =====\n19", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_F1", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "F", "section_title": "World Development", "question_number": "1", "marks": 2.0, "question": "2m 1. Study Resource Booklet Sources F1 and F2 graphs. \nCompare the relationships between the indicators of development shown in the 2 graphs. \n \nGraph 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nGraph 2 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 20 =====\n20", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_F2", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "F", "section_title": "World Development", "question_number": "2", "marks": 5.0, "question": "5m 2. Complete the table below to make a ranking of development based on t he 6 different indices \nfor the 16 selected countries. Each of the indices has been ranked using the 5 divisions of \nthe key shown below the maps. The rankings for Life expectancy, Infant mortality, Food \nsupply, Availability of drinking water and Gender -related illiteracy have been completed for \nyou. \na) Complete the ranking for Literacy using the key t o the A tlas page 193 map 4 \n“Literacy”. \nb) Sum the ranks for each country. \nc) Using the sum of rankings column create 4 categories of development and use this to \ncomplete the map to show the variation in stages of development of the 16 countries. \n \n \nLife expectancy \nInfant mortality \nFood supply \nAvailability of \ndrinking water \nLiteracy \nGender-related \nilliteracy \nSum of rankings \nCategories of \ndevelopment \n(map key) \nArgentina 4 3 5 5 2 \nBolivia 3 2 3 3 1 \nBrazil 4 3 4 3 3 \nCanada 5 4 5 5 3 \nEgypt 4 3 5 4 1 \nFrance 5 4 5 5 3 \nIndia 3 2 3 3 3 \nIran 4 3 5 4 1 \nLaos 3 2 3 2 1 \nMali 2 1 2 1 1 \nNepal 3 2 3 3 1 \nNorway 4 4 5 5 2 \nUganda 1 2 2 4 1 \nUkraine 3 3 5 5 3 \nSouth Africa 2 2 5 3 1 \nSpain 5 4 5 5 3 \n \n \n\n===== PAGE 21 =====\n21 \n \nStudent number: \n\n===== PAGE 22 =====\n22", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_F3", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "F", "section_title": "World Development", "question_number": "3", "marks": 4.0, "question": "4m 3. Complete the table below by suggesting a reason for how each of the following factors: \na) Dependency and a colonial past and \nb) World trade and globalisation \nhas contributed to those countries with the highest levels of development and those with the \nlowest levels of development. \n \n Dependency and colonial past World trade and globalisation \nCountries \nwith \nthe \nhighest \nlevels \nof \ndevelopment \n \n \n \n \n \n \nCountries \nwith \nthe \nlowest \nlevels \nof \ndevelopment", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_wrt_F4", "year": 2013, "host": "Kyoto, Japan", "test_type": "WRT", "section": "F", "section_title": "World Development", "question_number": "4", "marks": 4.0, "question": "4m 4. Discuss the causes and the consequences of development gaps within countries. \nIllustrate your answer with examples. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nend ", "resource_refs": [], "source_pdf": "2013iGeo_WRT_QuestionAndAnswerBooklet.pdf", "marking_pdf": "2013iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_A1", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "A", "section_title": "Geology and Coastal Landforms", "question_number": "1", "marks": 6.0, "question": "6m 1. Study Resource Booklet Figure A1: The rock cycle (rock formation). \nFill in the table: \na) Describe the processes occurring at stages A, B and C of the rock cycle; \nb) Name the rock type formed at each stage and give an example. \n \nStage Process Rock type \nand example \nA \nRock type: \n \n \nExample: \n \n \n \nB \nRock type: \n \n \nExample: \n \n \n \nC \nRock type: \n \n \nExample:", "resource_refs": ["Figure A1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_A2", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "A", "section_title": "Geology and Coastal Landforms", "question_number": "2", "marks": 5.0, "question": "5m 2. Study Resource Booklet Figure A2: A rocky coast. \nChoose 2 features of the coastline and explain in detail how natural processes are shaping \nthem. \n \nFeature 1: ................................................................................................................. \n \nNatural processes: .................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: \n\n===== PAGE 6 =====\n6 \nFeature 2: ................................................................................................................. \n \nNatural processes: .................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure A2"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_A3", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "A", "section_title": "Geology and Coastal Landforms", "question_number": "3", "marks": 4.0, "question": "4m 3. Draw an annotated diagram or set of diagrams to show how a delta is formed. \n \n \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_B1", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "B", "section_title": "Forest Resources", "question_number": "1", "marks": 2.0, "question": "2m 1. Explain how people can benefit from forests (other than wood as a raw material). \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_B2", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "B", "section_title": "Forest Resources", "question_number": "2", "marks": 3.0, "question": "3m 2. Study Resource Booklet Figures B1: Three types of forest. \nFill in the table: \na) Name the types of forest; \nb) Match each type of forest to the climate graph (A, B and C). \n \n \n \nType of \nforest \n \nClimate \ngraph \n \n \n \nClimate graphs of 3 locations \nsource: http://www.klimadiagramme.de \n \n \nStudent number: \nA B C \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_B3", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "B", "section_title": "Forest Resources", "question_number": "3", "marks": 2.0, "question": "2m 3. Study Resource Booklet Figure B2: Global forest ecosystem change, 2005. \nName the 2 main types of forest in which there is a net loss. \n \nType 1: ..................................................................................................................... \n \nType 2: .....................................................................................................................", "resource_refs": ["Figure B2"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_B4", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "B", "section_title": "Forest Resources", "question_number": "4", "marks": 3.0, "question": "3m 4. Give 3 reasons for the loss of forest worldwide. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nThis Section continues on the next page. \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_B5", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "B", "section_title": "Forest Resources", "question_number": "5", "marks": 5.0, "question": "5m 5. Study Table B1 below: World forest cover in 2010 by geographical regions (source: FAO, \n2013). \n \nGeographical region % of \nworld \nforests \nForest structure (%) \nnatural naturally \nregenerated \nplanted \nAfrica 16.7 9.6 87.4 3 \nLatin America 23.7 73.1 24.9 2 \nAngloamerica 15.2 39.2 55.2 5.6 \nAsia 14.7 18.6 60.7 20.7 \nEurope (with Russian Federation) 24.9 26.2 66.9 6.9 \nAustralia and Oceania 4.7 18.6 79.3 2.1 \nWORLD 100.0 35.7 57.3 6.9 \n \na) Which geographical region has the largest percentage of forest that ha s been \nreforested? \nOutline 2 reasons for your choice. \n \nRegion: ..................................................................................................................... \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nb) Which geographical region has the smallest percentage of forest that has been \nreforested? \nOutline 2 reasons for your choice. \n \nRegion: ..................................................................................................................... \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ..................................................................................…", "resource_refs": ["Table B1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C1", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "1", "marks": 1.0, "question": "1m 1. Study Resource Booklet Figure C1: Ecological footprint by component, 1961–2007. \nIn which year was world biocapacity exceeded? \n \n .................................................................................................................................", "resource_refs": ["Figure C1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C2", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "2", "marks": 2.0, "question": "2m 2. Outline the trends of the global ecological footprint as shown in Figure C1. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure C1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C3", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "3", "marks": 3.0, "question": "3m 3. Study Resource Booklet Figure C2: Composition of low, middle and  high  income  countries’  \necological footprint per capita, 1961–2007. \nIdentify which of the graphs A, B or C represents high income countries. \nJustify your choice with 2 reasons. \n \nHigh income countries are represented by graph: ........................................................ \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure C2"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C4", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "4", "marks": 3.0, "question": "3m 4. Explain how the economic recession that started in 2007 could have affected the ecological \nfootprint of the 3 different income economies. \n \nLow income countries: ............................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMiddle income countries: ........................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nStudent number: \n\n===== PAGE 12 =====\n12 \nHigh income countries: .............................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C5", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "5", "marks": 1.0, "question": "1m 5. Study Table C1 below: Ecological footprint and biocapacity, 2007 (source: National Footprint \nAccounts 2010 edition). \n \nFill in the blank highlighted spaces in Table C1. \n \n \n \nCountries \nPopulation \n(million) \nEcological footprint \n(global hectares \nper capita) \nBiocapacity \n(global hectares \nper capita) \nEcological deficit or \nreserve \nSouth Africa 49.173 2.3 1.1 -1.2 \nTunisia 10.069 1.9 1 -0.9 \nZambia 12.314 0.9 2.3 1.3 \nChina 1,336.551 2.2 1 -1.2 \nIndia 1,164.67 0.9 0.5 -0.4 \nJapan 127.396 4.7 0.6 -4.1 \nMongolia 2.611 5.5 15.1 \nSaudi Arabia 24.68 5.1 0.8 -4.3 \nUnited Arab Emirates 6.248 10.7 0.8 \nGermany 82.343 5.1 1.9 -3.2 \nNetherlands 16.46 6.2 1 -5.2 \nRussian Federation 141.941 4.4 5.7 1.3 \nUnited Kingdom 61.129 4.9 1.3 -3.6 \nArgentina 39.49 2.6 7.5 4.9 \nBrazil 190.12 2.9 9 \nMexico 107.487 3 1.5 -1.5 \nUnited States of America 308.674 8 3.9 -4.1 \nAustralia 20.854 6.8 14.7 7.9 \nNew Zealand 4.193 4.9 10.8 5.9 \nWORLD 6,671.557 2.7 1.8 -0.9", "resource_refs": ["Table C1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C6", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "6", "marks": 1.0, "question": "1m 6. How  many  planet  Earths  would  be  needed  if  the  world’s  ecological footprint was the same as \nthat of South Africa, based on Table C1? \n \n ................................................................................................................................. \n \n \n\n===== PAGE 13 =====\n13", "resource_refs": ["Table C1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C7", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "7", "marks": 2.0, "question": "2m 7. Comment on the differences between the ecological deficits or reserves of countries in: \na) Africa and \nb) Oceania (Australasia), \nbased on Table C1. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Table C1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_C8", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "C", "section_title": "Global Ecological Footprint", "question_number": "8", "marks": 2.0, "question": "2m 8. Study Resource Booklet Figure C3: Number of planets scenarios, 2007. \nSuggest some of the ways in which \na) individuals, \nb) industries and businesses \ncould reduce the ecological footprint overshoot and achieve the rapid reduction scenario? \n \nIndividuals: ............................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nIndustries and businesses: ......................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank. \n \n\n===== PAGE 15 =====\n15", "resource_refs": ["Figure C3"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_D1", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "D", "section_title": "Impacts of Global Warming", "question_number": "1", "marks": 3.0, "question": "3m 1. Suggest how global warming could affect food supplies in Africa. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n.......................................................................................................................................", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_D2", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "D", "section_title": "Impacts of Global Warming", "question_number": "2", "marks": 3.0, "question": "3m 2. Suggest how global warming might affect the El Niño Southern Oscillation (ENSO) in the \nsouthern Pacific. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n.......................................................................................................................................", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_D3", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "D", "section_title": "Impacts of Global Warming", "question_number": "3", "marks": 1.0, "question": "1m 3. Study Resource Booklet Figure D1: The height of land above sea level in Bangladesh. \nHow high would sea level have to rise to flood Dhaka? \nMark the correct box. \n \n < 2 m \n 2–5 m \n > 5 m \n \n \nStudent number: \n\n===== PAGE 16 =====\n16", "resource_refs": ["Figure D1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_D4", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "D", "section_title": "Impacts of Global Warming", "question_number": "4", "marks": 3.0, "question": "3m 4. Study Resource Booklet Figure D2: Solar-powered floating boat school in Bangladesh. \nExplain how the climate and physical environment of Bangladesh mean that this type of \nschool may become more common. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure D2"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_D5", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "D", "section_title": "Impacts of Global Warming", "question_number": "5", "marks": 5.0, "question": "5m 5. Give 2 different circumstances (other than flooding) in which people might become \n‘environmental  refugees’.  For  each,  explain  how  different  impacts  lead  to  people  losing  their  \nhomes. \n \nCircumstance 1: ........................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nCircumstance 2: ........................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 17 =====\n17", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_E1", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "E", "section_title": "Population and Health", "question_number": "1", "marks": 3.0, "question": "3m 1. Study Resource Booklet Figure E1: Life expectancy in high and low income countries, 2004–\n2012. \nSuggest 3 reasons for the differences in life expectancy between high and low income \ncountries. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure E1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_E2", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "E", "section_title": "Population and Health", "question_number": "2", "marks": 3.0, "question": "3m 2. Study Resource Booklet Figure E2: Cancer incidence in Asia, 2008. \nDescribe 3 significant differences in cancer incidence between South-Eastern Asia and \nEastern Asia. \n \nDifference 1: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nDifference 2: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nDifference 3: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: \n\n===== PAGE 18 =====\n18", "resource_refs": ["Figure E2"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_E3", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "E", "section_title": "Population and Health", "question_number": "3", "marks": 5.0, "question": "5m 3. Study Resource Booklet Figure E3: Malaria incidence, 2000–2012. \nDescribe and explain the pattern and trend of malaria incidence. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure E3"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_E4", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "E", "section_title": "Population and Health", "question_number": "4", "marks": 4.0, "question": "4m 4. Explain briefly 4 possible measures to reduce the spread of infectious diseases as global \ntourism and travel increase. \n \nMeasure 1: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasure 2: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasure 3: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasure 4: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 19 =====\n19", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_F1", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "F", "section_title": "Globalisation and Transnational Corporations (TNCs)", "question_number": "1", "marks": 1.0, "question": "1m 1. What is globalisation? \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_F2", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "F", "section_title": "Globalisation and Transnational Corporations (TNCs)", "question_number": "2", "marks": 3.0, "question": "3m 2. Give 3 factors that have influenced the process of globalisation. \n \nFactor 1: ................................................................................................................... \n \n ................................................................................................................................. \n \nFactor 2: ................................................................................................................... \n \n ................................................................................................................................. \n \nFactor 3: ................................................................................................................... \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_F3", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "F", "section_title": "Globalisation and Transnational Corporations (TNCs)", "question_number": "3", "marks": 4.0, "question": "4m 3. Study Table F1 below: Examples of adaptations by Transnational Corporations (TNCs). \n \nEntertainment industry Food industry \nx Mickey Mouse is dressed in traditional \nJapanese clothes in the Disney theme \npark located there. \nx MTV has created a range of music \nInternet stations for different countries \nall over the world. \nx Unilever has designed a range of Wall’s  \nice creams for Indonesia that uses more \ncoconut. \nx McDonald’s  opened  a  100%  vegetarian  \nrestaurant in Amritsar, India, home of a \nsacred Sikh temple. \n \nExplain, giving 2 reasons why transnational corporations (TNCs) adapt their products for \ndifferent markets. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \nStudent number: \n\n===== PAGE 20 =====\n20", "resource_refs": ["Table F1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_F4", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "F", "section_title": "Globalisation and Transnational Corporations (TNCs)", "question_number": "4", "marks": 3.0, "question": "3m 4. Study Resource Booklet Figure  F1:  Distribution  of  the  McDonald’s  Restaurants,  1940–2007. \nDescribe and  suggest  reasons  for  the  global  spread  of  McDonald’s  Restaurants  since  1940. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure  F1"], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_wrt_F5", "year": 2014, "host": "Kraków, Poland", "test_type": "WRT", "section": "F", "section_title": "Globalisation and Transnational Corporations (TNCs)", "question_number": "5", "marks": 4.0, "question": "4m 5. Describe and explain why some groups of people gain from the growth of TNCs in the host \ncountries while others lose out. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n....................................................................................................................................... \n \n....................................................................................................................................... \n \n....................................................................................................................................... \n \nend „", "resource_refs": [], "source_pdf": "2014iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2014iGeo_WRT_MarkingScheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_A1", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "A", "section_title": "Weathering", "question_number": "1", "marks": 2.0, "question": "2m 1. Explain how erosion is different from weathering. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_A2", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "A", "section_title": "Weathering", "question_number": "2", "marks": 4.0, "question": "4m 2. Study Resource Booklet Figure A1: Types of weathering. \nFor both photographs a and b, identify the type of weathering shown and explain the \nprocesses that lead to such an outcome. \n \nPhotograph a – type of weathering : ................................ ................................ ............ \n \nProcesses: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nPhotograph b – type of weathering : ................................ ................................ ............ \n \nProcesses: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure A1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_A3", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "A", "section_title": "Weathering", "question_number": "3", "marks": 2.0, "question": "2m 3. Account for 2 ways in which biological weathering can occur. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: \n\n===== PAGE 4 =====\n4", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_A4", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "A", "section_title": "Weathering", "question_number": "4", "marks": 1.0, "question": "1m 4. Study Peltier’s weathering diagram below. \nDetermine (circle the right answer) whether the role of chemical weathering will increase if: \na) Air temperature decreases and precipitation decreases, \nb) Air temperature decreases and precipitation increases, \nc) Air temperature increases and precipitation decreases, \nd) Air temperature increases and precipitation increases. \n \n \n \nPeltier’s weathering diagram : weathering regions of the world in relation to mean annual \ntemperature and rainfall, after Peltier (1950) \n(http://www.slideshare.net/maliadamit/rock-and-weathering-booklet). \n \n \nThis Section continues on the next page. \n \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_A5", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "A", "section_title": "Weathering", "question_number": "5", "marks": 4.0, "question": "4m 5. Study climate graphs a and b below. \na) Match climate graphs a and b with the right city from the list below: \n● Cape Town (South Africa), \n● Casablanca (Morocco), \n● Kingston (Jamaica), \n● Kolkata (India), \n● Lima (Peru), \n● Reykjavík (Iceland). \nb) Use Peltier’s weathering diagram above to identify the dominant type of weathering in \nthese cities. \nWrite your answers in the table below. \n \n \nClimate graphs \n(http://drought.unl.edu/DroughtBasics/WhatisClimatology/ClimographsforSelectedInternationalCities.aspx). \n \nClimate \ngraph \nCity Dominant type of weathering \na \nb", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_A6", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "A", "section_title": "Weathering", "question_number": "6", "marks": 2.0, "question": "2m 6. What other factors can affect the rate of weathering apart from climate? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \na b \n\n===== PAGE 6 =====\n6 \nThis page is intentionally blank \n(you can use it for additional space for your notes or clearly marked answers if you wish). \n \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B1", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "1", "marks": 2.0, "question": "2m 1. Study the diagram below: Cross-section of a tropical storm. \nLabel the diagram below using letters (A–F) for the following phrases: \nA – Warm, moist air drawn into the area of low pressure, \nB – Central eye where there is no cloud, \nC – Water vapour evaporated from the warm sea surface, \nD – Spiralling winds around the low pressure, \nE – Descending dry air drawn into the centre of the system, \nF – Bands of rain and thick cloud. \n \n \nCross-section of a tropical storm \n(Miller, T. (ed.) 2009: Geography Teacher Guide. Heinemann).", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B2", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "2", "marks": 2.0, "question": "2m 2. Study Resource Booklet Figure B1: Path of Cyclone Hudhud. \nDescribe the movement of C yclone Hudhud and its changes in magnitude between 9 th \nand 13th October 2014. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure B1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B3", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "3", "marks": 1.0, "question": "1m 3. Study Resource Booklet Figure B1: Path of Cyclone Hudhud. \nGive a reason for the changes in the magnitude of Cyclone Hudhud. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 8 =====\n8", "resource_refs": ["Figure B1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B4", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "4", "marks": 2.0, "question": "2m 4. List the features of the weather you could measure at a weather station during the \npassage of a tropical cyclone. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B5", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "5", "marks": 4.0, "question": "4m 5. Account for the global distribution of tropical cyclones/hurricanes. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B6", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "6", "marks": 1.0, "question": "1m 6. Study the diagram below: Classification of mass movements. \nFill in the boxes in the diagram below using the following words: ‘dry’, ‘fast’, ‘slow’ and ‘wet’. \n \n \n \nClassification of mass movements \n(http://wmc.landfood.ubc.ca/webapp/media/IWM/watershed-science/sediment-cycles/Flow%20Diagram.png).", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_B7", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "B", "section_title": "Tropical Storms", "question_number": "7", "marks": 3.0, "question": "3m 7. Explain how mud flows , earth flows and rotational slides (see Classification of mass \nmovements diagram above) can be possible consequences of tropical storms. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 10 =====\n10 \nThis page is intentionally blank \n(you can use it for additional space for your notes or clearly marked answers if you wish). \n \n\n===== PAGE 11 =====\n11", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C1", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "1", "marks": 2.0, "question": "2m 1. Study Resource Booklet Figure C1: A photograph of an area of Iceland and Figure C2: A \nlarge-scale map of an area of Iceland. \na) Mark with an X the position where the photographer was standing on the marked trail on \nthe black-and-white map below. \nb) Draw an arrow to show the direction in which the photograph was taken on the black-\nand-white map below. \n \n \nFigure C2: A large-scale map of an area of Iceland \n(Skaftafell). \nStudent number: \n\n===== PAGE 12 =====\n12", "resource_refs": ["Figure C1", "Figure C2"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C2", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "2", "marks": 2.0, "question": "2m 2. Study Resource Booklet Figure C2: A large-scale map of an area of Iceland. \nDescribe the distribution of the ice masses. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C2"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C3", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "3", "marks": 1.0, "question": "1m 3. Study Resource Booklet Figure C2: A large-scale map of an area of Iceland. \nWhich sketch cross-section below – a, b, c or d – best represents the shape of the land \nbetween points A and B? \n \n \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \na b \nc d \n\n===== PAGE 13 =====\n13", "resource_refs": ["Figure C2"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C4", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "4", "marks": 1.0, "question": "1m 4. Study Resource Booklet Figure C3: A small-scale map of an area of Iceland. \nDraw a rectangle to represent the area shown by the large-scale map (Figure C2) on the \nblack-and-white map below. \n \n \nFigure C3: A small -scale map of an area of Iceland \n(Mál og menning). \n \n \nThis Section continues on the next page. \n \n \nStudent number: \n\n===== PAGE 14 =====\n14", "resource_refs": ["Figure C2", "Figure C3"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C5", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "5", "marks": 2.0, "question": "2m 5. Outline the ways in which photographs (e.g. Figure C1) and maps (e.g. Figures C2 and C3) \ncan contribute to describing the characteristics of an area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C6", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "6", "marks": 3.0, "question": "3m 6. Explain how climatic conditions lead to the formation of ice masses. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_C7", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "C", "section_title": "Mapping Skills and Cold Environments", "question_number": "7", "marks": 4.0, "question": "4m 7. Using your own knowledge, outline 2 ways in which cold environments can be used for short \nterm gains. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 15 =====\n15", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_D1", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "D", "section_title": "Water Conflicts", "question_number": "1", "marks": 2.0, "question": "2m 1. Study the diagram below: A simplified diagram of the water cycle. \nOutline 2 ways in which human interference in the water cycle can affect the availability of \nwater. \n \n \nA simplified diagram of the water cycle \n(ygraph.com). \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \nStudent number: \n\n===== PAGE 16 =====\n16", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_D2", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "D", "section_title": "Water Conflicts", "question_number": "2", "marks": 1.0, "question": "1m 2. Study the table below: Statistics of the 10 countries of the Nile Basin. \nComplete the percentages in column 6 (Share of water withdrawn from Nile (%)). \n \nStatistics of the 10 countries of the Nile Basin \n(Aquastats: FAO). \n1 2 3 4 5 6 7 \nCountry \nPrecipitation \n(mm) \nPopulation \n(millions) \nUrban \npopulation (%, \n2014) \nTotal water \nwithdrawn \nfrom Nile \n(million m3) \nShare of water \nwithdrawn \nfrom Nile \n(%) \nWithdrawal by use \n(%) \n \n \n2010 \n2025 \n(predicted) \n \n \n \nAgriculture \nDomestic \nIndustry \nSudan 250 33 58.4 34 26,935 97 2.6 0.4 \nEthiopia 848 83 126.9 19 5,550 93.6 6 0.4 \nEgypt 51 78.7 97.3 43 68,000 62.8 86 8 6 \nUganda 162 31.7 48.1 16 637 40 44.7 15 \nBurundi 1,274 7.1 10.1 12.1 288 0.3 77 17 0.6 \nRwanda 1,212 8.1 15.8 18.9 150 0.1 68 24 8 \nTanzania 1,071 52.3 70.9 26.4 5,184 89.4 10.2 0.5 \nEritrea 384 4.3 8.7 20 582 0.5 94.5 5.3 0.2 \nCongo \n(DRC) \n1,210 62.2 81.4 41 356 0.3 31.5 52.2 16.3 \nSouth \nSudan \n120 9.9 16.5 17 658 0.6 94.7 5 0.3 \nTotal 108,304", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_D3", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "D", "section_title": "Water Conflicts", "question_number": "3", "marks": 2.0, "question": "2m 3. Study the table above: Statistics of the 10 countries of the Nile Basin. \nDraw a diagram in the space below, using the figures from column 6 to show how the water \nwithdrawn from the Nile is shared between countries. \n \n \n\n===== PAGE 17 =====\n17", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_D4", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "D", "section_title": "Water Conflicts", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Figure D1: A physical and political map of the Nile Basin and the \ntable above: Statistics of the 10 countries of the Nile Basin. \nUsing them and your own knowledge, give 2 reasons why the physical geography of this \narea puts water supply at risk in this region. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_D5", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "D", "section_title": "Water Conflicts", "question_number": "5", "marks": 4.0, "question": "4m 5. Study Resource Booklet Figure D1: A physical and political map of the Nile Basin and the \ntable above: Statistics of the 10 countries of the Nile Basin. \nUsing them and your own knowledge, discuss the threats to water security arising from the \nhuman geography of the area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \n \n \nStudent number: \n\n===== PAGE 18 =====\n18", "resource_refs": ["Figure D1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_D6", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "D", "section_title": "Water Conflicts", "question_number": "6", "marks": 4.0, "question": "4m 6. Study Resource Booklet Figure D2: Grand Ethiopian Renaissance Dam and Figure D3: Solar \npanels provide electricity for villages in Egypt with no access to centralised power. They \nprovide sustainable solutions for the supply of water, for example from groundwater sources. \nEvaluate the effects of projects such as: \na) The Grand Ethiopian Renaissance Dam and \nb) solar powered water pumps \non the future provision of water for Sudan and Egypt. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 19 =====\n19", "resource_refs": ["Figure D2", "Figure D3"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_E1", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "E", "section_title": "Living in Slums", "question_number": "1", "marks": 3.0, "question": "3m 1. Study Resource Booklet Figure E1: Satellite image of Petare slum in Caracas, Venezuela, \n2010. \nCompare the features of land use of the Petare slum area with its surrounding area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_E2", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "E", "section_title": "Living in Slums", "question_number": "2", "marks": 3.0, "question": "3m 2. Study Resource Booklet Figure E2: Map showing urban land use in Madras (Chennai), India. \nExplain why slum settlements are located at each of the sites A, B and C (marked on the \nmap) within Madras (Chennai). \n \nSite A: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nSite B: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nSite C: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 20 =====\n20", "resource_refs": ["Figure E2"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_E3", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "E", "section_title": "Living in Slums", "question_number": "3", "marks": 4.0, "question": "4m 3. Study Resource Booklet Figure E3: Socio -economic structure of the slum population in \nMadras (Chennai), India, 2006. \nIdentify 2 different obstacles to achieving a higher standard of living faced by slum \ndwellers in Chennai, India. For each obstacle, outline why it is a problem. \n \nObstacle 1: ................................ ................................ ................................ ............... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nObstacle 2: ................................ ................................ ................................ ............... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E3"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_E4", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "E", "section_title": "Living in Slums", "question_number": "4", "marks": 5.0, "question": "5m 4. The Tamil Nadu Slum Clearance Board aims to clear all the slums in Chennai and provide \nself-contained hygienic housing for slum dwellers. Discuss the advantages and \ndisadvantages of this approach. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 21 =====\n21", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_F1", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "F", "section_title": "Geography and Cultural Diversity", "question_number": "1", "marks": 4.0, "question": "4m 1. Study Resource Booklet Figure F1: Traditional houses around the world (a–d). \nThese traditional houses are characteristic of which numbered locations (■) marked on \nthe world map below? \nWrite your answers in the table below. \n \n \nWorld map with numbered locations (■). \n \nTraditional house Location number \na \nb \nc \nd", "resource_refs": ["Figure F1"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_F2", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "F", "section_title": "Geography and Cultural Diversity", "question_number": "2", "marks": 2.0, "question": "2m 2. Identify 4 factors that influence different types of traditional houses in particular locations \naround the world. \n \n1: ................................ ................................ ................................ ............................. \n \n2: ................................ ................................ ................................ ............................. \n \n3: ................................ ................................ ................................ ............................. \n \n4: ................................ ................................ ................................ ............................. \n \n \nStudent number: \n\n===== PAGE 22 =====\n22", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_F3", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "F", "section_title": "Geography and Cultural Diversity", "question_number": "3", "marks": 1.0, "question": "1m 3. Study Resource Booklet Figure F2: Map of South America’s indigenous languages. \nCompare the distribution of the native languages in Brazil and in Peru. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure F2"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_F4", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "F", "section_title": "Geography and Cultural Diversity", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Figure F2: Map of South America’s indigenous languages. \nSuggest reasons for the different distributions. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure F2"], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_F5", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "F", "section_title": "Geography and Cultural Diversity", "question_number": "5", "marks": 2.0, "question": "2m 5. Suggest 2 ways in which a local community can preserve its indigenous language(s) and \nits cultural heritage. \n \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_wrt_F6", "year": 2015, "host": "Tver, Russia", "test_type": "WRT", "section": "F", "section_title": "Geography and Cultural Diversity", "question_number": "6", "marks": 4.0, "question": "4m 6. Discuss the ways in which globalisation negatively influences the environments and \ncultures of traditional societies around the world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nend ", "resource_refs": [], "source_pdf": "2015iGeo_WRT_QuestionBooklet.pdf", "marking_pdf": "2015iGeo_WRT_Marking.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_A1", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "1", "marks": 1.0, "question": "1m 1. Study Resource Booklet Figure A1: A photograph taken on the island of Viti Levu, Fiji. \nWhich of the locations A–F was most recently affected by a landslide? \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure A1"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_A2", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "2", "marks": 1.0, "question": "1m 2. Study the figure below: The climatic data of Pacific Harbour, a city on the island of Viti Levu, \nFiji. \nWhich 4 months have the highest risk of landslides? \n \n \nThe climatic data of Pacific Harbour, a city on the island of Viti Levu, Fiji \n(http://en.climate‐data.org/location/775064). \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_A3", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "3", "marks": 3.0, "question": "3m 3. Identify 6 natural triggers that can cause landslides. \n \n1: ................................ ................................ ................................ ............................. \n \n2: ................................ ................................ ................................ ............................. \n \n3: ................................ ................................ ................................ ............................. \n \n4: ................................ ................................ ................................ ............................. \n \n5: ................................ ................................ ................................ ............................. \n \n6: ................................ ................................ ................................ ............................. \n \n \nJ F M A M J J A S O N D\nRainfall (mm) 307 280 347 321 219 144 133 129 158 188 224 223\nTemperature (°C) 26,5 26,7 26,3 25,5 24,4 23,7 22,8 22,8 23,4 24,3 25,1 25,9\n0\n50\n100\n150\n200\n250\n300\n350\n400\n20\n21\n22\n23\n24\n25\n26\n27\nRainfall (mm) \nTemperature (°C) \nPacific Harbour, island of Viti Levu, Fiji \n \nAltitude: 6 m Climate: Af °C: 24.8 mm: 2673 \nStudent number: \n\n===== PAGE 4 =====\n4", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_A4", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "4", "marks": 3.0, "question": "3m 4. Identify 6 human activities that can cause landslides. \n \n1: ................................ ................................ ................................ ............................. \n \n2: ................................ ................................ ................................ ............................. \n \n3: ................................ ................................ ................................ ............................. \n \n4: ................................ ................................ ................................ ............................. \n \n5: ................................ ................................ ................................ ............................. \n \n6: ................................ ................................ ................................ .............................", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_A5", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "5", "marks": 3.0, "question": "3m 5. Give 3 ways in which a landslide can cause damage to the environment and to people. \n \nDamage 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nDamage 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nDamage 3: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_A6", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "6", "marks": 4.0, "question": "4m 6. Outline 2 measures that can reduce the possibility of landslides occurring. \n \nMeasure 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_B1", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "B", "section_title": "Tsunamis", "question_number": "1", "marks": 4.0, "question": "4m 1. Draw an annotated diagram(s) to show how a tsunami can be caused by an earthquake. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_B2", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "B", "section_title": "Tsunamis", "question_number": "2", "marks": 2.0, "question": "2m 2. Study the figure below: Tsunami travel time contours with 30 minutes interval. \na) Provide the coordinates of the point A. \nb) If the tsunami occurred at 06:57 GMT at the location marked by the point A, what time \nwould it reach point B on the map? \n \n \nTsunami travel time contours with 30 minutes interval \n(http://www.incois.gov.in/DSSProducts/Product_RTWP/Web/images/02_dss120110183700_travel_time_A.jpg). \n \na) ................................ ................................ ................................ ............................. \n \nb) ................................ ................................ ................................ ............................. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_B3", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "B", "section_title": "Tsunamis", "question_number": "3", "marks": 2.0, "question": "2m 3. Study the figure below: The relationship between the area of coastal vegetation and human \ndeath toll in various districts in Tamil Nadu, India in the wake of the Boxing Day Tsunami of \n2004. \nDescribe the relationship between the area of coastal vegetation and human death toll. \n \n \nThe relationship between the area of coastal vegetation and human death toll in various \ndistricts in Tamil Nadu, India in the wake of the Boxing Day Tsunami of 2004 \n(Kathiresan, K. and N. Rajendran 2005: Coastal mangrove forests mitigated tsunami. Estuarine, Coastal and Shelf Science 65 \n(3): 601–606, figure 2, p. 604, doi: 10.1016/j.ecss.2005.06.022). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["figure 2"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_B4", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "B", "section_title": "Tsunamis", "question_number": "4", "marks": 4.0, "question": "4m 4. Explain 2 ways in which the establishment or maintenance of coastal vegetation can aid in \ntsunami hazard management. \n \nWay 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nWay 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_B5", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "B", "section_title": "Tsunamis", "question_number": "5", "marks": 3.0, "question": "3m 5. In 2004 the Boxing Day Tsunami waves brought illegally dumped radioactive nuclear waste \nonto Somalia’s coast. \nExplain its effect for Somalia’s economy. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_C1", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "C", "section_title": "Phewa Lake in Nepal", "question_number": "1", "marks": 1.0, "question": "1m 1. Study Resource Booklet Figure C1: Height contour map of the region around Phewa Lake. \nEstimate the height of the surface of the lake. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C1"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_C2", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "C", "section_title": "Phewa Lake in Nepal", "question_number": "2", "marks": 1.0, "question": "1m 2. Study Resource Booklet Figure C1: Height contour map of the region around Phewa Lake. \nEstimate the length of the perimeter of Phewa Lake. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C1"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_C3", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "C", "section_title": "Phewa Lake in Nepal", "question_number": "3", "marks": 4.0, "question": "4m 3. Study Resource Booklet Figures C1 : Height contour map of the region around Phewa Lake \nand \nC2: A land use map of the Phewa Lake Catchment Area. \nDraw a labelled profile of the transect A–B using both maps. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 10 =====\n10", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_C4", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "C", "section_title": "Phewa Lake in Nepal", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Figure C3: Change in Phewa Lake area between 1988 and 2012. \nDescribe the changes in the area of Phewa Lake between 1988 and 2012. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C3"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_C5", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "C", "section_title": "Phewa Lake in Nepal", "question_number": "5", "marks": 4.0, "question": "4m 5. Study Resource Booklet Figure C2: A land use map of the Phewa Lake Catchment Area. \nExplain how the land use surrounding Phewa Lake can affect the lake in 2 ways. \n \nWay 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nWay 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C2"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_C6", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "C", "section_title": "Phewa Lake in Nepal", "question_number": "6", "marks": 3.0, "question": "3m 6. Evaluate the impact of recreational development on Phewa Lake area. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 11 =====\n11", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D1", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "1", "marks": 1.5, "question": "1.5m 1. Study the figure below: The sailing ships route. \nDescribe where and explain why sailing ships experienced the highest (wind) speeds? \n \n \nThe sailing ships route \n(original: https://upload.wikimedia.org/wikipedia/commons/f/f7/ClipperRoute.png, \ncartographic base: http://www.vectorworldmap.com/vectormaps/vector -world -map-v2.2-blank.jpg ). \n \nArea: ................................ ................................ ................................ ........................ \n \nReason: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D2", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "2", "marks": 3.0, "question": "3m 2. From the figure: The sailing ships route (map above), \ndescribe where and explain why they experienced decreased (wind) speeds? \n \nArea 1: ................................ ................................ ................................ ..................... \n \nReason: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ . \n \nArea 2: ................................ ................................ ................................ ..................... \n \nReason: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 12 =====\n12", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D3", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "3", "marks": 2.0, "question": "2m 3. Study the figure below: The approximate plane flight routes. \na) Explain why route A is usually used when flying from America to Asia. \nb) Explain why route B is usually used when flying from Asia to America. \n \n \nThe approximate plane flight routes \n(original: https://en.wikipedia.org/wiki/…#/media/File:…_…_routes.svg, \ncartographic base: \nhttps://en.wikipedia.org/wiki/Template:Location_map_Pacific_Ocean#/media/File:Pacific_Ocean_laea_location_map.svg). \n \na) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nb) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D4", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "4", "marks": 2.5, "question": "2.5m 4. Study Resource Booklet Figure D1: Wind speed and wind turbine power output. \na) What is the minimum wind speed necessary for a wind turbine to produce electricity? \nb) Specify in which wind conditions a wind turbine can produce the greatest power output. \nc) Why is no electricity produced at very high wind speeds? \n \na) ................................ ................................ ................................ ............................. \n \nb) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nc) ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 13 =====\n13", "resource_refs": ["Figure D1"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D5", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "5", "marks": 1.0, "question": "1m 5. Study Resource Booklet Figure D2: Distribution of annual mean wind speed at 80 m above \nground level. \nExplain why the mean wind speed in the area indicated on the map by arrow A is significantly \nhigher than in the surrounding regions. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D2"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D6", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "6", "marks": 3.0, "question": "3m 6. Study Resource Booklet Figures D2: Distribution of annual mean wind speed at 80 m above \nground level and \nD3: A photo of a wind farm. \nThe area indicated on the map by arrow B has one of the highest mean wind speed in Africa. \nGive 3 reasons why the area is not used for the location of wind farms. \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_D7", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "D", "section_title": "Wind Speed", "question_number": "7", "marks": 2.0, "question": "2m 7. Study Resource Booklet Figure D2: Distribution of annual mean wind speed at 80 m above \nground level. \nExplain why Greenland, which is not known for hurricanes, hosts some of the strongest \nwinds on the planet, called tip jets. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 15 =====\n15", "resource_refs": ["Figure D2"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_E1", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "E", "section_title": "Population Trends and Challenges", "question_number": "1", "marks": 2.0, "question": "2m 1. Study the figure below: World population 1750–2050. \nGive 2 reasons why total world population growth accelerated significantly after 1950. \n \n \nWorld population 1750–2050 \n(Population Reference Bureau, 2011). \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_E2", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "E", "section_title": "Population Trends and Challenges", "question_number": "2", "marks": 4.0, "question": "4m 2. Suggest 4 measures which a fast growing population / country should include in its Family \nPlanning Policy in order to control its population growth in the future. \n \nMeasure 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 3: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nMeasure 4: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 16 =====\n16", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_E3", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "E", "section_title": "Population Trends and Challenges", "question_number": "3", "marks": 2.0, "question": "2m 3. One of the most dominant contemporary demographic processes in developed countries is \nthat of an ageing population. \nOutline 2 positive implications of this process. \n \nImplication 1: ................................ ................................ ................................ ............ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImplication 2: ................................ ................................ ................................ ............ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 17 =====\n17", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_E4", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "E", "section_title": "Population Trends and Challenges", "question_number": "4", "marks": 5.0, "question": "5m 4. Study Resource Booklet Table E1: Age and sex structure in United Arab Emirates (UAE) \n(2014). \nDraw United Arab Emirates’ (UAE) population pyramid showing the share (%) of the \npopulation.", "resource_refs": ["Table E1"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_E5", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "E", "section_title": "Population Trends and Challenges", "question_number": "5", "marks": 2.0, "question": "2m 5. Study Resource Booklet Tables E1: Age and sex structure in United Arab Emirates (UAE) \n(2014), \nE2: United Arab Emirates (UAE) selected demographic data (2000–2014) and \nyour population pyramid. \nSuggest a reason for the unbalanced age and sex structure of the United Arab Emirates \n(UAE) population, and explain the underlying cause(s) behind that. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 18 =====\n18 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 19 =====\n19", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_F1", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "F", "section_title": "Urban Theories and Development", "question_number": "1", "marks": 3.0, "question": "3m 1. Study the figures A–C below: Urban development models. \nThe numbers and shades refer to different land uses. \nDescribe the urban development in each of the 3 models. \n \nUrban development \nmodel \nDescription of urban development \n \n \n \n \n \n \n(https://www.khanacademy.org/test-prep/mcat/social-sciences-practice/social-science-practice-tut/e/social-structures---passage-1).", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_F2", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "F", "section_title": "Urban Theories and Development", "question_number": "2", "marks": 2.0, "question": "2m 2. Study Resource Booklet Figure F1: A photo of Barcelona, Spain. \na) Which area/zone (1–10) in the urban development models (see previous question) does \nthis picture correspond to? \nb) What are 3 main characteristics of this area/zone? \n \na) ................................ ................................ ................................ ............................. \n \nb) Characteristic 1: ................................ ................................ ................................ .... \n \nCharacteristic 2: ................................ ................................ ................................ ........ \n \nCharacteristic 3: ................................ ................................ ................................ ........ \n \n \nStudent number: \nA \nB \nC \n\n===== PAGE 20 =====\n20", "resource_refs": ["Figure F1"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_F3", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "F", "section_title": "Urban Theories and Development", "question_number": "3", "marks": 2.0, "question": "2m 3. Study Resource Booklet Figure F2: Urban “fingerprints”. \nMatch the street block layouts (A, B, C and D) with the corresponding urban “fingerprints” \ngraphs (1, 2, 3 and 4). \n \n \nStreet block layout A corresponds to \n \nfingerprint graph no.: ………………… \n \nStreet block layout B corresponds to \n \nfingerprint graph no.: ………………… \n \nStreet block layout C corresponds to \n \nfingerprint graph no.: ………………… \n \nStreet block layout D corresponds to \n \nfingerprint graph no.: ………………… \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nA B \nC D \n\n===== PAGE 21 =====\n21", "resource_refs": ["Figure F2"], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_F4", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "F", "section_title": "Urban Theories and Development", "question_number": "4", "marks": 4.0, "question": "4m 4. Discuss how urban (spatial) structure influences energy efficiency in cities. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_wrt_F5", "year": 2016, "host": "Beijing, China", "test_type": "WRT", "section": "F", "section_title": "Urban Theories and Development", "question_number": "5", "marks": 4.0, "question": "4m 5. The “smart city” concept of future urban development is being introduced in many countries. \nElaborate how this concept can be disadvantageous for cities? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nend  \nStudent number:", "resource_refs": [], "source_pdf": "2016iGeo_WRT_QUESTION-AND-ANSWER.pdf", "marking_pdf": "2016iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_A1", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "A", "section_title": "Geography of Sport", "question_number": "1", "marks": 2.0, "question": "2 m 1. After the 1992 Rio de Janeiro’s Earth Summit ‘a responsible concern for environmental \nissues’ was added to the Olympic Charter. \nIdentify 4 ways that sporting mega-events can promote environmental sustainability. \n \nWay 1: ...................................................................................................................... \n \n ................................................................................................................................. \n \nWay 2: ...................................................................................................................... \n \n ................................................................................................................................. \n \nWay 3: ...................................................................................................................... \n \n ................................................................................................................................. \n \nWay 4: ...................................................................................................................... \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_A2", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "A", "section_title": "Geography of Sport", "question_number": "2", "marks": 3.0, "question": "3 m 2. Study Resource Booklet Figure A1: Location of Olympic zones for Summer Olympics in 2016 \nin Rio de Janeiro. \nWith the help of the information provided suggest 3 challenges faced in developing the \nOlympic zones in Rio de Janeiro. \n \nChallenge 1: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nChallenge 2: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nChallenge 3: ............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: 14 \n\n===== PAGE 4 =====\n4", "resource_refs": ["Figure A1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_A3", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "A", "section_title": "Geography of Sport", "question_number": "3", "marks": 4.0, "question": "4 m 3. Olympic Games are followed by the Paralympic Games – a major international multi -sport \nevent involving athletes with a range of disabilities. \nOutline 2 changes the Paralympic Games have brought about in society. \n \nChange 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nChange 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_A4", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "A", "section_title": "Geography of Sport", "question_number": "4", "marks": 2.0, "question": "2 m 4. Study Resource Booklet Figure A2: Time series of sport -related costs for Olympics 1960–\n2016. \nDescribe 2 main trends in the cost of hosting the Olympic Games. \n \nTrend 1: .................................................................................................................... \n \n ................................................................................................................................. \n \nTrend 2: .................................................................................................................... \n \n .................................................................................................................................", "resource_refs": ["Figure A2"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_A5", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "A", "section_title": "Geography of Sport", "question_number": "5", "marks": 4.0, "question": "4 m 5. Mark with an ‘X’ on the continuum below to show how far you agree or disagree with the \nfollowing statement: \n“The positive impacts of sporting mega-events often exceed the negative impacts”. \n \nStrongly agree Strongly disagree \n \nWith the help of the information already provided justify your response. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_B1", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "B", "section_title": "Climate and Weather", "question_number": "1", "marks": 4.5, "question": "4.5 m 1. Study Resource Booklet Table B1: The climate data for Addis Ababa, Ethiopia. \nDraw a climate graph based on the data from the Table B1.", "resource_refs": ["Table B1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_B2", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "B", "section_title": "Climate and Weather", "question_number": "2", "marks": 2.5, "question": "2.5 m 2. Study Resource Booklet Table B1: The climate data for Addis Ababa, Ethiopia and \nyour climate graph for Addis Ababa, Ethiopia above. \nIdentify the wet (rainy) season and explain the main factors causing the rain in this season. \n \nWet season: .............................................................................................................. \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: 14 \n\n===== PAGE 6 =====\n6", "resource_refs": ["Table B1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_B3", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "B", "section_title": "Climate and Weather", "question_number": "3", "marks": 3.0, "question": "3 m 3. Study Resource Booklet Table B1: The climate data for Addis Ababa, Ethiopia and \nyour climate graph for Addis Ababa, Ethiopia above. \nSuggest 3 reasons for the monthly average temperature pattern (over a year) in Addis \nAbaba, Ethiopia. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Table B1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_B4", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "B", "section_title": "Climate and Weather", "question_number": "4", "marks": 2.0, "question": "2 m 4. Study Resource Booklet Figure B2: Surface pressure maps of 9–10 December 2014. \nExplain the distribution of air pressure in the Northern Atlantic and over the European \ncontinent on 9–10 December 2014. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure B2"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_B5", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "B", "section_title": "Climate and Weather", "question_number": "5", "marks": 3.0, "question": "3 m 5. Study Resource Booklet Figure B2: Surface pressure maps of 9–10 December 2014. \nBased on the observed movement of fronts, forecast the weather for 3 regions in Europe in \nthe following 24 hours (11 December 2014). \n \nRegion 1: .................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nRegion 2: .................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nRegion 3: .................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 7 =====\n7", "resource_refs": ["Figure B2"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_C1", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "C", "section_title": "Transportation and its Environmental Impact", "question_number": "1", "marks": 3.0, "question": "3 m 1. Study Resource Booklet Figure C1: The dominant road networks, shipping lanes and airline \nroutes around the world. \nDescribe the spatial pattern on a global scale of: \n \nRoad networks: ......................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nShipping lanes: ......................................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nAirline routes: ............................................................................................................ \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure C1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_C2", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "C", "section_title": "Transportation and its Environmental Impact", "question_number": "2", "marks": 4.0, "question": "4 m 2. Study Resource Booklet Figure C1: The dominant road networks, shipping lanes and airline \nroutes around the world. \nSuggest 4 reasons for the pattern of transport routes. \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 4: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: 14 \n\n===== PAGE 8 =====\n8", "resource_refs": ["Figure C1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_C3", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "C", "section_title": "Transportation and its Environmental Impact", "question_number": "3", "marks": 4.0, "question": "4 m 3. Study Resource Booklet Figure C2: The rail network in South Africa and \nthe 2 Tables below. \nWith the help of the information provided suggest 4 reasons for the proportion of freight \n(cargo) transport modes. \n \nTable: The freight (cargo) transport in South Africa (2012). \n \nCorridor Road (Mtons) Rail (Mtons) \nPretoria / Johannesburg – Durban 46.8 6.4 \nPretoria / Johannesburg – Cape Town 34.2 1.7 \nDurban – Cape Town 9.0 < 0.1 \nDurban – East London 8.8 < 0.1 \nPretoria / Johannesburg – Port Elizabeth 5.7 0.3 \nOther corridors 79.4 27.1 \nMetropolitan areas 124.1 5.8 \nRural areas 255.0 39.0 \nTotal 563.1 80.3 \nAdapted from https://www.environment.gov.za/sites/default/files/docs/publications/freightshift_roadtorail.pdf \n \nTable: The annual costs of road and rail freight (cargo) transport in South Africa (2014). \n \n Road (Rand, billion) Rail (Rand, billion) \nVehicle capital cost 25 2.0 \nInfrastructure capital cost 7.0 4.0 \nVehicle operating cost 422 47 \nInfrastructure operating cost 2.0 \nhttps://www.environment.gov.za/sites/default/files/docs/publications/freightshift_roadtorail.pdf \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 4: ................................................................................................................. \n \n .....................................................................................…", "resource_refs": ["Figure C2"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_C4", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "C", "section_title": "Transportation and its Environmental Impact", "question_number": "4", "marks": 4.0, "question": "4 m 4. Discuss the environmental impact of building railways. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \nStudent number: 14 \n\n===== PAGE 10 =====\n10 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 11 =====\n11", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_D1", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "D", "section_title": "Tides", "question_number": "1", "marks": 2.0, "question": "2 m 1. Identify 4 factors causing and/or influencing tides. \n \nFactor 1: ................................................................................................................... \n \nFactor 2: ................................................................................................................... \n \nFactor 3: ................................................................................................................... \n \nFactor 4: ...................................................................................................................", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_D2", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "D", "section_title": "Tides", "question_number": "2", "marks": 5.0, "question": "5 m 2. Draw an annotated diagram(s) to explain how 2 very high tides occur twice during a day \n(24 hours) when there is a full moon. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: 14 \n\n===== PAGE 12 =====\n12", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_D3", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "D", "section_title": "Tides", "question_number": "3", "marks": 4.0, "question": "4 m 3. Study Resource Booklet Figures D1– D3: Photos and satellite imagery of Mont Saint -Michel, \nFrance. \nRead the textbox below. \nWith the help of the information provided, suggest 4 reasons why massive landscape-\nchanging projects were started at Mont Saint-Michel in 2006. \n \nTextbox \nMont Saint-Michel is a famous tourist destination in France, and is world heritage listed. It is \nan island located about 1 km off the country’s north -western coast, at the mouth of the \nCouesnon River, which has been canalized. The area has a high tidal ran ge, at \napproximately 14 m between high and low water marks. Mont Saint -Michel was previously \nconnected to the mainland by a tidal causeway (a path uncovered only at low tide). This \nwas converted into a raised, permanently dry, causeway in 1879. Coastal fla ts on the \nadjacent mainland have been reclaimed (made into polders) creating pastureland in \naddition to occasional flood-induced salt marsh meadows used for grazing. \nIn 2006 a €164 million project was announced to build a hydraulic dam using the waters of \nthe Couesnon River. Another €209 million project included the removal of the causeway \nand visitor car park, replacing it with a new bridge. \nAdapted from https://en.wikipedia.org/wiki/Mont_Saint-Michel \n \nReason 1: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 2: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 3: ................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nReason 4: ............................…", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_D4", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "D", "section_title": "Tides", "question_number": "4", "marks": 4.0, "question": "4 m 4. Study Resource Booklet Figure D4: Artistic impression of a future tidal lagoon power plant, \nwhere an artificial lagoon is created within seawalls. \nSuggest one Strength, one Weakness, one Opportunity, and one Threat (SWOT analysis) for \nany new tidal power plants that could be constructed across the world, besides energy \nproduction. \n \nStrength: \n \n \n \n \n \n \n \n \n \n \n \nWeakness: \nOpportunity: \n \n \n \n \n \n \n \n \n \n \n \nThreat: \n \n \nStudent number: 14 \n\n===== PAGE 14 =====\n14 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 15 =====\n15", "resource_refs": ["Figure D4"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_E1", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "E", "section_title": "Soil Degradation", "question_number": "1", "marks": 3.0, "question": "3 m 1. Describe 3 functions of soil. \n \nFunction 1: ................................................................................................................ \n \n ................................................................................................................................. \n \nFunction 2: ................................................................................................................ \n \n ................................................................................................................................. \n \nFunction 3: ................................................................................................................ \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_E2", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "E", "section_title": "Soil Degradation", "question_number": "2", "marks": 2.0, "question": "2 m 2. Identify 4 natural causes of soil degradation. \n \nNatural cause 1: ........................................................................................................ \n \n ................................................................................................................................. \n \nNatural cause 2: ........................................................................................................ \n \n ................................................................................................................................. \n \nNatural cause 3: ........................................................................................................ \n \n ................................................................................................................................. \n \nNatural cause 4: ........................................................................................................ \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_E3", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "E", "section_title": "Soil Degradation", "question_number": "3", "marks": 2.0, "question": "2 m 3. Identify 4 indicators that signify soil degradation resulting from human actions. \n \nIndicator 1: ................................................................................................................ \n \n ................................................................................................................................. \n \nIndicator 2: ................................................................................................................ \n \n ................................................................................................................................. \n \nIndicator 3: ................................................................................................................ \n \n ................................................................................................................................. \n \nIndicator 4: ................................................................................................................ \n \n ................................................................................................................................. \n \nStudent number: 14 \n\n===== PAGE 16 =====\n16", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_E4", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "E", "section_title": "Soil Degradation", "question_number": "4", "marks": 4.0, "question": "4 m 4. Study Resource Booklet Figures E1 and E2: Photos of examples of soil degradation. \nName and explain the soil degradation processes. \n \nFigure E1 process: .................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nFigure E2 process: .................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure E1", "Figure E2"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_E5", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "E", "section_title": "Soil Degradation", "question_number": "5", "marks": 4.0, "question": "4 m 5. Study Resource Booklet Figures E1 and E2: The photos of the examples of soil degradation. \nOutline measures that could reduce the severity of both types of soil degradation. \n \nMeasures for figure E1: ............................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMeasures for figure E 2: ............................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n \n\n===== PAGE 17 =====\n17", "resource_refs": ["figure E1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_F1", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "F", "section_title": "Food Security", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure F1: The trajectory of undernourishment in developing \nregions: actual and projected progress towards the World Food Summit (WFS) and \nMillennium Development Goal (MDG) targets. \nDescribe the progress made in achieving the World Food Summit (WFS) and the \nMillennium Development Goal (MDG) targets. \n \nWorld Food Summit (WFS) : ....................................................................................... \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nMillennium Development Goal (MDG): ........................................................................ \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure F1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_F2", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "F", "section_title": "Food Security", "question_number": "2", "marks": 1.0, "question": "1 m 2. Study Resource Booklet Figure F1: The trajectory of undernourishment in developing \nregions: actual and projected progress towards the World Food Summit (WFS) and \nMillennium Development Goal (MDG) targets. \nSuggest the main reason why there was a difference in meeting the 2 targets. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": ["Figure F1"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_F3", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "F", "section_title": "Food Security", "question_number": "3", "marks": 4.0, "question": "4 m 3. Study Resource Booklet Figure F2: Nine influences on food security. \nSelect 2 of the categories in the following list (Environmental, Political, Social/Cultural and \nEconomic) and with the help of the information provided explain how factors in each category \ncontribute to the causes of food insecurity. \n \nCategory 1: ............................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nCategory 2: ............................................................................................................... \n \nExplanation: .............................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nStudent number: 14 \n\n===== PAGE 18 =====\n18", "resource_refs": ["Figure F2"], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_F4", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "F", "section_title": "Food Security", "question_number": "4", "marks": 4.0, "question": "4 m 4. Outline 2 strategies to eliminate hunger. \n \nStrategy 1: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \nStrategy 2: ................................................................................................................ \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n .................................................................................................................................", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_wrt_F5", "year": 2017, "host": "Belgrade, Serbia", "test_type": "WRT", "section": "F", "section_title": "Food Security", "question_number": "5", "marks": 4.0, "question": "4 m 5. Discuss why food waste is high in developed countries. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \n \n ................................................................................................................................. \nend  end  end  end ", "resource_refs": [], "source_pdf": "2017iGeo_WRT_QUESTION-AND-ANSWER-BOOK.pdf", "marking_pdf": "2017iGeo_WRT_MARKING-SCHEME.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_A1", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "A", "section_title": "Population", "question_number": "1", "marks": null, "question": "1. Study Resource Booklet Figure A1: Population growth, 2015. \n2 m Outline why the highest population growth is found in countries like Mali, Chad, and \nDemographic Republic of the Congo. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure A1"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_A2", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "A", "section_title": "Population", "question_number": "2", "marks": null, "question": "2. Study Resource Booklet Table A1: Population data – selected years. \n4 m (a) Draw a graph which shows the Age Dependency Ratio for Countries A, C, D and F. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n2 m (b) Describe the trends shown in the graph. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 15 \n\n===== PAGE 4 =====\n4", "resource_refs": ["Table A1"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_A3", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "A", "section_title": "Population", "question_number": "3", "marks": 2.0, "question": "2 m 3. Study Resource Booklet Table A1: Population data – selected years. \nIdentify the country which is likely to be least developed and explain why. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Table A1"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_A4", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "A", "section_title": "Population", "question_number": "4", "marks": 2.0, "question": "2 m 4. Study Resource Booklet Table A1: Population data – selected years. \nIdentify the country which is likely to be experiencing economic growth and explain why. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Table A1"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_A5", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "A", "section_title": "Population", "question_number": "5", "marks": 3.0, "question": "3 m 5. Outline 3 possible impacts that an ageing society may have on a country’s economic \ndevelopment. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_B1", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "B", "section_title": "Tourism: The Rise of Airbnb", "question_number": "1", "marks": 1.0, "question": "1 m 1. Give 2 reasons why tourists may visit large cities, such as New York. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_B2", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "B", "section_title": "Tourism: The Rise of Airbnb", "question_number": "2", "marks": 3.0, "question": "3 m 2. Study Resource Booklet Figure B1: Five boroughs of New York City and sub-districts of \nManhattan and Figure B2: Distribution of hotels and Airbnb properties throughout New York \nCity. \nIdentify 2 patterns shown on the map and explain each pattern that you have given. \n \nPattern 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nExplanation: ................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nPattern 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nExplanation: ................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: 15 \n\n===== PAGE 6 =====\n6", "resource_refs": ["Figure B1", "Figure B2"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_B3", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "B", "section_title": "Tourism: The Rise of Airbnb", "question_number": "3", "marks": 5.0, "question": "5 m 3. Study the Table below. Choose an appropriate graphing method to display the data in the \nspace provided. You need to clearly show on the same graph how in some cities hotels are \nless expensive than Airbnb while in other cities hotels are more expensive than Airbnb. \n \nTable: Average cost difference between hotel and Airbnb properties in selected cities in the \nworld, in 2016. (in US dollars per night) \nCity Hotels are less expensive than Airbnb by (USD): \nBarcelona 139.42 \nSan Diego 61.73 \nNew Orleans 9.62 \nSan Francisco 3.49 \nCity Hotels are more expensive than Airbnb by (USD): \nLos Angeles 5.09 \nAmsterdam 44.72 \nSydney 44.96 \nVienna 71.62 \nNew York 81.80 \nLondon 108.29 \nSource: https://www.busbud.com/blog/airbnb-vs-hotel-rates/ \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_B4", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "B", "section_title": "Tourism: The Rise of Airbnb", "question_number": "4", "marks": 6.0, "question": "6 m 4. Study Resource Booklet Figure B3: Airbnb protest in Barcelona and the Figure below. \n \nFigure: Some Airbnb data for Barcelona \n €1 billion in economic activity from Airbnb \n €167 million earned by local households \n 16,100 hosts \n 20,000 listings \n 27 million tourists in 2012 to more than 34 million in 2016. \nOver 25 % increase in four years. \n 40% of Barcelona’s tourist apartments are illegal. \n City is facing a housing problem for those who live and work here. \nRents increased by 16.5% in 2016. \n(http://www.independent.co.uk/travel/news-and-advice/barcelona-locals-hate-tourists-why-reasons-spain-protests-arran-airbnb-locals-attacks-\ngraffiti-a7883021.html, https://www.airbnbcitizen.com/airbnb-community-generated-more-than-e1-billion-in-barcelona-in-2016/) \n \nEvaluate whether the introduction of Airbnb to cities like Barcelona is more positive or negative \nfor local people. Your decision should be based on both economic and social impacts \nsupported with/by specific evidence. \n \nSocial: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEconomic: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ......................…", "resource_refs": ["Figure B3"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_C1", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "C", "section_title": "Environmental Geography: Coral reefs", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure C1: Location of coral reefs. \nDescribe the global pattern for the location of coral reefs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C1"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_C2", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "C", "section_title": "Environmental Geography: Coral reefs", "question_number": "2", "marks": 3.0, "question": "3 m 2. Explain why coral reefs are considered to be of great value. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_C3", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "C", "section_title": "Environmental Geography: Coral reefs", "question_number": "3", "marks": null, "question": "3. Study Resource Booklet Figure C2: Threats to coral reefs. \n3 m (a) Outline the major types of threats to coral reefs in 3 different regions of the world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: 15 \n\n===== PAGE 10 =====\n10 \n2 m (b) Tourism is often regarded as a major threat to coral reefs. Identify 4 ways in which tourists \ncause damage to reefs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C2"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_C4", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "C", "section_title": "Environmental Geography: Coral reefs", "question_number": "4", "marks": 2.0, "question": "2 m 4. Study Resource Booklet Figure C3: Photographs showing change in a coral reef. \n What name is given to the change shown in the photographs and why does it occur? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C3"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_C5", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "C", "section_title": "Environmental Geography: Coral reefs", "question_number": "5", "marks": 1.0, "question": "1 m 5. Nature can also be responsible for damage to coral reefs. Describe a natural threat to coral \nreefs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_C6", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "C", "section_title": "Environmental Geography: Coral reefs", "question_number": "6", "marks": 2.0, "question": "2 m 6. Study Resource Booklet Figure C4: Marine Protected Areas. \nSome areas of the ocean have been declared Marine Protected Areas (MPA). Outline the \nproblems associated with the management (administering and enforcing) of MPAs. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 11 =====\n11", "resource_refs": ["Figure C4"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_D1", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "D", "section_title": "River Catchments", "question_number": "1", "marks": 1.0, "question": "1 m 1. Define the term river catchment. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_D2", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "D", "section_title": "River Catchments", "question_number": "2", "marks": null, "question": "2. Study the Figure below. \n1.5 m (a) On the diagram, draw a line to clearly identify the boundary of the Farmhouse Creek catchment. \n \n \n \nFigure: Farmhouse Creek (River) \n \n \n0.5 m (b) What name is given to this boundary? \n \n ................................ ................................ ................................ ................................ . \n \n \nThis Section continues on the next page. \nStudent number: 15 \n\n===== PAGE 12 =====\n12 \n \n2 m (c) In the space below, draw (sketch) 2 labelled diagrams to show the shape of the creek \nchannel at Point X and Point Y, respectively. \n \nX Y \n \n \n2 m (d) Give 2 reasons why the mean stream velocity is likely to be greater at point Y than point X \nas shown on the Figure: Farmhouse Creek (River). \n \nReason 1: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 13 =====\n13", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_D3", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "D", "section_title": "River Catchments", "question_number": "3", "marks": null, "question": "3. Examine the data in the Table below. \n \nTable: Water velocity in metres per second \nDepth (m) \nDistance from Left Bank (A) in metres \n0.2 0.4 0.6 0.8 1.0 \n0.1 0.53 0.41 0.38 0.21 0.10 \n0.2 0.58 0.33 0.26 0.11 \n0.3 0.46 0.22 0.18 \n0.4 0.32 0.10 0.04 \n0.5 0.15 0.05 \n \n \n2 m (a) On the Figure below: \ni) Plot the water velocities given in the table, and \nii) Draw in isovels (lines of equal velocity) at intervals of 0.1 metres per second. \n \n \n \n \n \n2 m (b) Describe and explain variations across the channel. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 14 =====\n14", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_D4", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "D", "section_title": "River Catchments", "question_number": "4", "marks": null, "question": "4. Study the Figure below. \n \n Figure: Hjulström Curve \n \n \n \n \n \n1 m (a) Describe the relationship between the settling velocity and the particle size. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n1 m (b) Explain why the settling velocity curve is below that for the erosion velocity. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 15 =====\n15", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_D5", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "D", "section_title": "River Catchments", "question_number": "5", "marks": 2.0, "question": "2 m 5. Discuss why the statement “Everyone lives in a catchment” is important in catchment \nmanagement. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n===== PAGE 16 =====\n16 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 17 =====\n17", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_E1", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "E", "section_title": "Ebola Disease Outbreaks", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure E1: Key facts on Ebola and Figure E2: Distribution, frequency \nand magnitude of Ebola outbreaks to 30th November 2014. \nDescribe the pattern of Ebola outbreaks in Africa over time. In your answer, refer to both \nfrequency and magnitude. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E1", "Figure E2"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_E2", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "E", "section_title": "Ebola Disease Outbreaks", "question_number": "2", "marks": 4.0, "question": "4 m 2. Study Figure E2: Distribution, frequency and magnitude of Ebola outbreaks to 30th November \n2014 and Figure E3: Cases and deaths, Ebola outbreak to 27 March 2016. \n \nCompare and contrast how the outbreak of the Ebola disease affected the 3 main countries \nbetween November 2014 and 27 March 2016. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: 15 \n\n===== PAGE 18 =====\n18", "resource_refs": ["Figure E2", "Figure E3"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_E3", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "E", "section_title": "Ebola Disease Outbreaks", "question_number": "3", "marks": null, "question": "3. Study Figure E 4: Time series of cumulative Ebola deaths in the districts of Guinea, Liberia, \nand Sierra Leone, 2014-2015. \n \n0.5 m (a) In what order should the maps be arranged to show the geographic spread of the Ebola \ndisease in the three most affected countries? \n \n ................................ ................................ ................................ ................................ . \n \n1.5 m (b) Describe the origin and the spread of the Ebola disease. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_E4", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "E", "section_title": "Ebola Disease Outbreaks", "question_number": "4", "marks": 3.0, "question": "3 m 4. Identify and explain 2 factors that contributed to the failure to control this Ebola outbreak. \n \nFactor 1 : \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nFactor 2 : \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 19 =====\n19", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_E5", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "E", "section_title": "Ebola Disease Outbreaks", "question_number": "5", "marks": 2.0, "question": "2 m 5. Ebola outbreaks may cause various impacts for different groups in society such as women \nand children. \nSelect one of these two groups and explain why the impacts of the Ebola outbreak would be \nmore serious for this group within society. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_E6", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "E", "section_title": "Ebola Disease Outbreaks", "question_number": "6", "marks": 2.0, "question": "2 m 6. Study the Table below. \nIdentify the country which is likely to have had the best systems in place to respond to the \nEbola outbreak. Give reasons for your answer. \n \nTable: Statistical data on selected countries affected by the 2014-15 Ebola outbreak \n(Source: WHO) \nCountry Guinea Liberia Mali Nigeria Sierra \nLeone \nPopulation (in millions) 12.61 4.50 17.60 182.20 6.45 \nGross National Income per \ncapita (PPP1 $) 1,160 790 1,540 5,360 1,750 \nGovernment health \nexpenditure per capita (PPP1 $) 33 31 25 118 38 \nMedical doctors \nper 100,000 10.0 1.4 8.3 40.8 2.2 \nPopulation using improved \nsanitation % 20 17 25 29 13 \n1 Purchasing Power Parity (PPP) is used to make comparisons across different currencies \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 20 =====\n20 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 21 =====\n21", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_F1", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "F", "section_title": "Glaciers", "question_number": "1", "marks": null, "question": "1. Study Resource Booklet Figure F1: Photographs of main types of glaciers. \n \n2 m (a) Name two differences between continental and valley glaciers. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n1 m (b) Name one specific location where each type of glacier may be found. \n \nContinental : ................................ ................................ ................................ ............... \n \nValley: ................................ ................................ ................................ .......................", "resource_refs": ["Figure F1"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_F2", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "F", "section_title": "Glaciers", "question_number": "2", "marks": null, "question": "2. Study Resource Booklet Figure F2: Global glacier thickness change. \n \n2 m (a) Describe the overall trend in cumulative global glacier thickness between 1961 and 2005. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n3 m (b) Explain why this trend in cumulative glacier thickness is occurring. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 15 \n\n===== PAGE 22 =====\n22", "resource_refs": ["Figure F2"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_F3", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "F", "section_title": "Glaciers", "question_number": "3", "marks": 3.0, "question": "3 m 3. Study Resource Booklet Figure F2: Global glacier thickness change. \nOutline the extent to which volcanic eruptions such El Chichon in March 1982, appear to have \nhad an impact on the overall trend in global glacial thickness. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure F2"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_F4", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "F", "section_title": "Glaciers", "question_number": "4", "marks": 2.0, "question": "2 m 4. Taking into consideration the link between ice melting and changes of albedo, explain what \nthe phrase “positive feedback” means? \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_wrt_F5", "year": 2018, "host": "Québec, Canada", "test_type": "WRT", "section": "F", "section_title": "Glaciers", "question_number": "5", "marks": 2.0, "question": "2 m 5. Study Resource Booklet Figure F3: Climatic snow line. \nAlthough glaciers are most commonly found above the snowline, the snow line varies around \nthe globe. Thus, location at a certain latitude and altitude does not automatically mean that a \nglacier will develop. \nExplain 4 factors that will determine if a glacier forms at a particular latitude and altitude. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n end ", "resource_refs": ["Figure F3"], "source_pdf": "WRT_QUESTION_2018iGeo.pdf", "marking_pdf": "WRT_Marking-Scheme_2018iGeo_final_version.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_A1", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "A", "section_title": "Agriculture and Climate Change", "question_number": "1", "marks": 2.0, "question": "2m 1. Study Resource Booklet Figure A1: Impact of climate change on agricultural yields between \n2003 and 2080 (projections). \nIdentify the 4 areas (major regions) that will face the most negative impact of climate \nchange on its agricultural yields. \n1: ................................ ................................ ................................ .............................. \n \n2: ................................ ................................ ................................ .............................. \n \n3: ................................ ................................ ................................ .............................. \n \n4: ................................ ................................ ................................ ..............................", "resource_refs": ["Figure A1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_A2", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "A", "section_title": "Agriculture and Climate Change", "question_number": "2", "marks": 6.0, "question": "6m 2. Outline 3 effects of climate change on agricultural yields. For each effect fully explain how \nit will impact agriculture in the future. \n \n1: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n2: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_A3", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "A", "section_title": "Agriculture and Climate Change", "question_number": "3", "marks": 1.0, "question": "1m 3. What do you understand by the term “climate-smart agriculture”? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_A4", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "A", "section_title": "Agriculture and Climate Change", "question_number": "4", "marks": 6.0, "question": "6m 4. Discuss 3 advantages and 3 disadvantages of a smart agriculture. \n \n \nAdvantage 1 :................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nAdvantage 2 :................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nAdvantage 3 :................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nDisadvantage 1 : ................................ ................................ ................................ ......... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nDisadvantage 2 : ................................ ................................ ................................ ......... \n \n ................................ ................................ ................................ ................…", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_B1", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "B", "section_title": "Earthquakes", "question_number": "1", "marks": 1.5, "question": "1.5m 1. a) List the 3 main types of seismic waves. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n0.5m b) What is the name of the instrument that measures these waves? \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text_patched"} +{"id": "igeo_2019_wrt_B2", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "B", "section_title": "Earthquakes", "question_number": "2", "marks": 3.0, "question": "3m 2. Outline the differences between the 3 main types of seismic waves. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text_patched"} +{"id": "igeo_2019_wrt_B3", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "B", "section_title": "Earthquakes", "question_number": "3", "marks": 3.0, "question": "3m 3. Study Resource Booklet Figure B1: Ecuador earthquake on February 22nd, 2019. \nSuggest the reasons for the occurrence of an earthquake on February 22, 2019 in this area \nof Ecuador. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 8 =====\n8", "resource_refs": ["Figure B1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text_patched"} +{"id": "igeo_2019_wrt_B4", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "B", "section_title": "Earthquakes", "question_number": "4", "marks": 2.0, "question": "2m 4. Explain how an earthquake leads to soil liquefaction. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text_patched"} +{"id": "igeo_2019_wrt_B5", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "B", "section_title": "Earthquakes", "question_number": "5", "marks": 5.0, "question": "5m 5. Using Resources Booklet Figure B1: Ecuador earthquake on February 22nd, 2019 and \nFigure B2: Impact of Ecuador earthquake and your own knowledge, explain how the impacts \nof the Ecuador earthquake of Feb 22, 2019 and future earthquakes in this area could be \nmanaged. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: \n\n===== PAGE 9 =====\n9", "resource_refs": ["Figure B1", "Figure B2"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text_patched"} +{"id": "igeo_2019_wrt_C1", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "C", "section_title": "Sand Dune Mobility and Desertification", "question_number": "1", "marks": 1.0, "question": "1m 1. Study Resource Booklet Figure C1: Satellite image of sand dunes in the Arabian Desert. \nWhat is the direction of the prevailing wind in this area? \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_C2", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "C", "section_title": "Sand Dune Mobility and Desertification", "question_number": "2", "marks": 1.0, "question": "1m 2. Name 2 natural factors that influence sand dune mobility. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_C3", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "C", "section_title": "Sand Dune Mobility and Desertification", "question_number": "3", "marks": 9.0, "question": "9m 3. Following the Instructions in the Resource Booklet Section C, draw a triangulated irregular \nnetwork on the map below. \n \n Inside this network draw contour lines of the P/PE values from the Resource Booklet Table \nC1: Values of dune mobility index (M) and dune activity codes (with the contour interval 0.1) \nfor the 12 Weather Monitoring Sites. \n \n \n \n \n \n \n \nStudent number: \n\n===== PAGE 10 =====\n10", "resource_refs": ["Table \nC1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_C4", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "C", "section_title": "Sand Dune Mobility and Desertification", "question_number": "4", "marks": 1.0, "question": "1m 4. Which Weather Monitoring Sites have relatively high desertification threats? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_C5", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "C", "section_title": "Sand Dune Mobility and Desertification", "question_number": "5", "marks": 3.0, "question": "3m 5. Suggest strategies for the local farmers and the government t hat could prevent the threats \nof desertification. \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 11 =====\n11", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_D1", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "D", "section_title": "Ocean Currents", "question_number": "1", "marks": null, "question": "1. Study Resources Booklet Figure D1: Part of North Atlantic Ocean current circulation and \nFigure D2: Water temperatures (°C) and salinity (Practical Salinity Unit – PSU) in Northern \nAtlantic Ocean. \n \n3m a) Describe the pattern of water temperature and salinity distribution (Figure D2) for the area \nshown in the map (Figure D1). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n3m b) Give reasons for the pattern s you have described. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D1", "Figure D2"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_D2", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "D", "section_title": "Ocean Currents", "question_number": "2", "marks": 1.0, "question": "1m 2. Based on your knowledge name the main reasons for the slowed and weakened Nor th \nAtlantic Ocean circulation. \n \nReason 1: ................................ ................................ ................................ ................. \n \nReason 2: ................................ ................................ ................................ ................. \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 12 =====\n12", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_D3", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "D", "section_title": "Ocean Currents", "question_number": "3", "marks": 4.0, "question": "4m 3. Assess the economic and environmental impacts a weakened circulation could cause. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_D4", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "D", "section_title": "Ocean Currents", "question_number": "4", "marks": 1.0, "question": "1m 4. Study Resource Booklet Figure D3: Measured number of pieces of plastic waste in the Indian \nOcean gyre garbage patch. \nWhy is there an accumulation of plastic waste in this particular part of the Indian Ocean? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D3"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_D5", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "D", "section_title": "Ocean Currents", "question_number": "5", "marks": 3.0, "question": "3m 5. What are the challenges of managing the oceans in order to reduce the amount of this type \n of waste? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n\n===== PAGE 13 =====\n13", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_E1", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "E", "section_title": "Globalisation", "question_number": "1", "marks": 2.0, "question": "2m 1. Study Resource Booklet Table E1: Growth of popular social media sites (2014–2019). \n \na) Identify the social media site that has experienced the largest absolute number of global \nusers between 2014 and 2019. \n ................................ ................................ ................................ ................................ . \n \nb) Identify the social media site that has experienced the fastest rate of growth in \nnumber of global users between 20 14 and 201 9. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Table E1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_E2", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "E", "section_title": "Globalisation", "question_number": "2", "marks": 1.0, "question": "1m 2. What is meant by the term “time-space compression”? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_E3", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "E", "section_title": "Globalisation", "question_number": "3", "marks": 3.0, "question": "3m 3. Outline 3 factors that have resulted in global time-space compression. \n \nFactor 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \nFactor 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \nFactor 3: ................................ ................................ ................................ .................... \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 14 =====\n14", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_E4", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "E", "section_title": "Globalisation", "question_number": "4", "marks": 2.0, "question": "2m 4. Study Resource Booklet Figure E1: The share of world exports and imports by country. \nSuggest 2 ways the share of world merchandise exports by country can influence flows of \npeople. \n1: ................................ ................................ ................................ ............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n2: ................................ ................................ ................................ .............................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_E5", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "E", "section_title": "Globalisation", "question_number": "5", "marks": 3.0, "question": "3m 5. Evaluate 1 factor that might account for the spatial variations in Figure E1. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_E6", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "E", "section_title": "Globalisation", "question_number": "6", "marks": 4.0, "question": "4m 6. Identify and e xplain 2 reasons why the global shift of industry has had negative impacts on \nsome people in the developed world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: \n\n===== PAGE 15 =====\n15", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_F1", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "F", "section_title": "Water Security", "question_number": "1", "marks": null, "question": "1. Study Resource Booklet Figure F1: Global withdrawal and consumption of water from 1900 –\n2025 (projected). \n \n \n1.5m a) Describe the global pattern of water consumption. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n1.5m b) Which graph shows the most waste? Suggest a reason why this is the case. \n \nGraph: ................................ ................................ ................................ ...................... \n \nReason : ................................ ................................ ................................ ..................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure F1"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_F2", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "F", "section_title": "Water Security", "question_number": "2", "marks": 1.0, "question": "1m 2. What is meant by the term “water insecurity”? \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \n \n \n \nThis Section continues on the next page. \nStudent number: \n\n===== PAGE 16 =====\n16", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_F3", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "F", "section_title": "Water Security", "question_number": "3", "marks": 4.0, "question": "4m 3. Give 4 reasons to explain why water consumption is increasing. \n \nReason 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 3 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 4 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_F4", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "F", "section_title": "Water Security", "question_number": "4", "marks": 3.0, "question": "3m 4. Outline 3 strategies which would result in an increased water supply for a country. \n \nStrategy 1 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 2 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 3 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nThis Section continues on the next page. \n\n===== PAGE 17 =====\n17", "resource_refs": [], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_wrt_F5", "year": 2019, "host": "Hong Kong, China", "test_type": "WRT", "section": "F", "section_title": "Water Security", "question_number": "5", "marks": 4.0, "question": "4m 5. Study Resource Booklet Figure F2: Water distribution from the River Jordan. \n \n Explain the causes of potential conflict in the withdrawal and consumption of water from the \nRiver Jordan. \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: \n\n===== PAGE 18 =====\n18 \n \n \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or for answers, which \nare clearly labelled with the Section and question number). \n \nend  \nStudent number:", "resource_refs": ["Figure F2"], "source_pdf": "WRT_QA-Booklet_iGeo-2019.pdf", "marking_pdf": "WRT_Marking_Scheme_2019-iGeo_Hong-Kong.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Aa", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "A", "section_title": "Suez Canal Blockage", "question_number": "a", "marks": 0.5, "question": "(a) (i) Name the country where the Suez Canal is located. [0.5 mark] \n(ii) Name the two seas which the Suez Canal connects. [0.5 mark]", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ab", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "A", "section_title": "Suez Canal Blockage", "question_number": "b", "marks": 1.0, "question": "(b) Using the Koppen climate classification, identify the climate of the region where the \nSuez canal is in. [1 mark]", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ac", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "A", "section_title": "Suez Canal Blockage", "question_number": "c", "marks": 2.0, "question": "(c) Explain why sandstorms might occur at the Suez Canal. [2 marks]", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ad", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "A", "section_title": "Suez Canal Blockage", "question_number": "d", "marks": 4.0, "question": "(d) Explain two reasons why ships choose to ply the Suez Canal route, instead of taking \nalternative routes to travel between East Asia and Europe. [4 marks]", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ae", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "A", "section_title": "Suez Canal Blockage", "question_number": "e", "marks": 3.0, "question": "(e) Study Resource A2. Briefly explain three reasons why containers are used so \npredominantly in global trade. [3 marks]", "resource_refs": ["Resource A2"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Af", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "A", "section_title": "Suez Canal Blockage", "question_number": "f", "marks": 4.0, "question": "(f) Study Resource A3. Discuss the advantages and disadvantages associated with \nthe containership transport industry. [4 marks] \n\n===== PAGE 4 =====\n4", "resource_refs": ["Resource A3"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ba", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "B", "section_title": "Energy Sources and Regenerative Cities", "question_number": "a", "marks": 2.0, "question": "(a) Study Resource B1. Briefly explain two ways in which the trends observed in \nResource B1 might differ between more economically developed countries and less \neconomically developed countries. \n \n \n[2 marks]", "resource_refs": ["Resource B1"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Bb", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "B", "section_title": "Energy Sources and Regenerative Cities", "question_number": "b", "marks": 2.0, "question": "(b) Study Resource B2. Describe the trends observed in the primary production of \nenergy from renewable sources from 1990 to 2015. \n \n[2 marks]", "resource_refs": ["Resource B2"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Bc", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "B", "section_title": "Energy Sources and Regenerative Cities", "question_number": "c", "marks": 4.0, "question": "(c) Study Resource B2. Explain the socio -economic and environmental i mpacts of \nusing renewable energy sources. \n \n[4 marks]", "resource_refs": ["Resource B2"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Bd", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "B", "section_title": "Energy Sources and Regenerative Cities", "question_number": "d", "marks": 4.0, "question": "(d) Study Resource B3. Explain two issues that may affect the sustainability of \nCambodia’s energy supply. \n \n[4 marks]", "resource_refs": ["Resource B3"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Be", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "B", "section_title": "Energy Sources and Regenerative Cities", "question_number": "e", "marks": 3.0, "question": "(e) Study Resources B4 and B5. Explain three ways in which t hese strategies can \ncontribute to urban sustainability and liveability. \n \n[3 marks] \n \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ca", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "C", "section_title": "The Arctic", "question_number": "a", "marks": 1.0, "question": "(a) Study Resource C1. List two countries which have a direct strategic interest in the \nmanagement of the Arctic’s resources. \n \n[1 mark]", "resource_refs": ["Resource C1"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Cb", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "C", "section_title": "The Arctic", "question_number": "b", "marks": 2.0, "question": "(b) Study Resource C1. Describe the changes observed between September 2019 and \nMarch 2020. \n \n[2 marks]", "resource_refs": ["Resource C1"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Cc", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "C", "section_title": "The Arctic", "question_number": "c", "marks": 4.0, "question": "(c) Study Resource C2. Explain two reasons for the pattern shown in Resource 2. [4 marks]", "resource_refs": ["Resource 2", "Resource C2"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Cd", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "C", "section_title": "The Arctic", "question_number": "d", "marks": 2.0, "question": "(d) Study Resource C3. Explain why daily sea i ce in the Arctic reaches its minimum \nextent in September. \n \n[2 marks]", "resource_refs": ["Resource C3"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ce", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "C", "section_title": "The Arctic", "question_number": "e", "marks": 6.0, "question": "(e) “An ice-free Arctic will bring about more positive impacts than negative impacts.” \nHow far do you agree with this statement? Explain your stand. \n \n[6 marks] \n \n \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Da", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "D", "section_title": "Cruise Tourism", "question_number": "a", "marks": 1.0, "question": "(a) (i) Study Resource D1. Suggest two characteristics of the Caribbean region which \nmight attract tourists on cruise holidays. \n \n[1 mark] \n \n \n (ii) Study Resource D1. Suggest two characteristics of the Alaskan region wh ich \nmight attract tourists on cruise holidays. \n \n [1 mark]", "resource_refs": ["Resource D1"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Db", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "D", "section_title": "Cruise Tourism", "question_number": "b", "marks": 4.0, "question": "(b) Study Resource D2. Explain two reasons why North America and Europe are \nthe main source markets of cruise tourism. \n \n[4 marks]", "resource_refs": ["Resource D2"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Dc", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "D", "section_title": "Cruise Tourism", "question_number": "c", "marks": 4.0, "question": "(c) In cruise tourism, a home port is a po rt in which a cruise starts and ends, in \nwhich passengers embark and disembark. Explain 4 ways in which a city can \nbecome an ideal home port. \n \n \n [4 marks]", "resource_refs": [], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Dd", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "D", "section_title": "Cruise Tourism", "question_number": "d", "marks": 5.0, "question": "(d) Study Resource D3. Use an appropriate data representation method to display \nthe rate of change of cruise passengers from 2013 to 2017 (%). You should use \nthe blank page provided in the Answer Booklet for this question. \n \n \n[5 marks] \n \n \n\n===== PAGE 7 =====\n7", "resource_refs": ["Resource D3"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ea", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "a", "marks": 2.0, "question": "(a) Study Resource E1. Describe the downstream changes in the channel variables. [2 marks]", "resource_refs": ["Resource E1"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Eb", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "b", "marks": 2.0, "question": "(b) Study Resource E1. Give reasons for the downstream changes in the channel \nvariables. \n \n[2 marks]", "resource_refs": ["Resource E1"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ec", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "c", "marks": 3.0, "question": "(c) Study Resource E2. Explain how load size can affect the types of fluvial \ntransportation processes present in the Sutlej River. \n \n[3 marks]", "resource_refs": ["Resource E2"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ed", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "d", "marks": 1.0, "question": "(d) (i) Study Resource E3. Identify the fluvial feature identified as ‘RF’. [1 mark] \n \n \n (ii) Study Resource E3. Explain the formation of this fluvial landform and its feature \n‘RF’. \n \n[4 marks]", "resource_refs": ["Resource E3"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_wrt_Ee", "year": 2021, "host": "Istanbul, Turkey", "test_type": "WRT", "section": "E", "section_title": "Rivers", "question_number": "e", "marks": 3.0, "question": "(e) Study Resource E4. Sketch and annotate the cross section ‘AB’ as shown in \nResource E4. You should use the blank page provided in the Answer Booklet for \nthis question. \n \n \n[3 marks] \n \n \n \n\n===== PAGE 8 =====\n8", "resource_refs": ["Resource E4"], "source_pdf": "2021iGeo_WRT_Question_and_Resource_Booklet.pdf", "marking_pdf": "2021iGeo_WRT_Suggested_Marking_Guide_All_sections.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Aa", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "A", "section_title": "Air transport and greenhouse gases", "question_number": "a", "marks": 2.0, "question": "(a) Study Resource A1. Define the term greenhouse effect. [2 marks]", "resource_refs": ["Resource A1"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ab", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "A", "section_title": "Air transport and greenhouse gases", "question_number": "b", "marks": 3.0, "question": "(b) Study Resource A1. Outline three impacts of selected greenhouse gases on \nclimate change. \n[3 marks]", "resource_refs": ["Resource A1"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ac", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "A", "section_title": "Air transport and greenhouse gases", "question_number": "c", "marks": 1.0, "question": "(c) (i) Study Resource A2. Name the countries that have the highest carbon footprints in \ninternational and domestic air travel. \n \n[1 mark] \n \n \n (ii) Study Resource A2. Outline two reasons why some countries have very high \ncarbon dioxide emissions per capita from domestic air travel. \n[2 marks]", "resource_refs": ["Resource A2"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ad", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "A", "section_title": "Air transport and greenhouse gases", "question_number": "d", "marks": 2.0, "question": "(d) In addition to carbon dioxide, other greenhouse gases and aerosols are emitted \nfrom air transport. Explain the effect of condensation trails on climate. \n \n[2 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ae", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "A", "section_title": "Air transport and greenhouse gases", "question_number": "e", "marks": 5.0, "question": "(e) Study Resource A3. Use an appropriate data representation method to display the \ntotal number of passengers in air travel and their profile (national and international \npassengers) in European countries with more than 50 million total passengers. \n \n[5 marks] \n \n \n \n \n\n===== PAGE 4 =====\n4", "resource_refs": ["Resource A3"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ba", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "B", "section_title": "South Pacific Ocean", "question_number": "a", "marks": 1.0, "question": "(a) (i) Study Resource B1. Identify the type of rock represented by ‘A’. [1 mark] \n \n \n (ii) Study Resource B1. Identify the type of water body represented by ‘B’. [1 mark]", "resource_refs": ["Resource B1"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Bb", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "B", "section_title": "South Pacific Ocean", "question_number": "b", "marks": 4.0, "question": "(b) An atoll is a unique feature in the South Pacific Ocean. With the use of an annotated \ndiagram, explain clearly how an atoll is formed. \n \n[4 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Bc", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "B", "section_title": "South Pacific Ocean", "question_number": "c", "marks": 1.0, "question": "(c) Study Resource B2. Identify the climate type of the island in the South Pacific Ocean \nusing the Köppen climate classification. \n \n[1 mark]", "resource_refs": ["Resource B2"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Bd", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "B", "section_title": "South Pacific Ocean", "question_number": "d", "marks": 4.0, "question": "(d) Study Resource B3. Explain two natural hazards occurring in the South Pacific \nOcean which might affect the local economies of the South Pacific Ocean islands. \n \n[4 marks]", "resource_refs": ["Resource B3"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Be", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "B", "section_title": "South Pacific Ocean", "question_number": "e", "marks": 4.0, "question": "(e) Study Resource B4. To what extent do you agree that tourism is beneficial for the \nPacific Least Developed Countries (LDCs)? \n[4 marks] \n \n\n===== PAGE 5 =====\n5", "resource_refs": ["Resource B4"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ca", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "C", "section_title": "Lower Mekong Basin", "question_number": "a", "marks": 3.0, "question": "(a) Study Resources C1 and C2. Describe the average wet season precipitation in the \nMekong Basin in 2019, as compared to 2000-2018. \n \n[3 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Cb", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "C", "section_title": "Lower Mekong Basin", "question_number": "b", "marks": 1.0, "question": "(b) (i) Study Resource C3. Describe the change(s) observed in this part of the Mekong \nRiver in Thailand between 2015 and 2020. \n \n[1 mark] \n \n \n (ii) Study Resource C3. Explain two reasons to account for the change(s) observed in \nthis part of the Mekong River in Thailand between 2015 and 2020. \n[2 marks]", "resource_refs": ["Resource C3"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Cc", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "C", "section_title": "Lower Mekong Basin", "question_number": "c", "marks": 1.0, "question": "(c) (i) Study Resource C4. Explain the relationship between groundwater extraction and \nland-subsidence. \n \n[1 mark] \n \n \n (ii) Study Resource C4. Explain which scenario is likely to be the most sustainable \nscenario for the Vietnamese Mekong Delta. \n \n[2 marks] \n \n \n (iii) Study Resource C4. Explain which scenario is likely to be the most realistic \nscenario for the Vietnamese Mekong Delta. \n \n[2 marks]", "resource_refs": ["Resource C4"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Cd", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "C", "section_title": "Lower Mekong Basin", "question_number": "d", "marks": 4.0, "question": "(d) Study Resource C5. Choose two solutions shown in Resource C5 and explain how \neach of them could help the Vietnamese Mekong Delta be sustainable. \n \n[4 marks] \n \n\n===== PAGE 6 =====\n6", "resource_refs": ["Resource C5"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Da", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "D", "section_title": "Wildfires, sinking cities and sustainable development", "question_number": "a", "marks": 4.0, "question": "(a) Study Resource D1. Explain how wildfires can be caused by both human and \nnatural factors. \n \n[4 marks]", "resource_refs": ["Resource D1"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Db", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "D", "section_title": "Wildfires, sinking cities and sustainable development", "question_number": "b", "marks": 2.0, "question": "(b) Study Resource D 2. Compare the distributions of population density growth \nprojections and fire hazards in California. \n \n [2 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Dc", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "D", "section_title": "Wildfires, sinking cities and sustainable development", "question_number": "c", "marks": 2.0, "question": "(c) (i) Study Resource D3. Describe the severity of risks to the selected Asian cities \ndue to rising sea levels and flooding. \n \n[2 marks] \n \n \n (ii) Study Resource D3. Choose a city in Resource D3 and explain two strategies \nit can adopt to increase overcome the risk of flooding. \n \n \n [2 marks]", "resource_refs": ["Resource D3"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Dd", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "D", "section_title": "Wildfires, sinking cities and sustainable development", "question_number": "d", "marks": 5.0, "question": "(d) Study Resource D 4. In your opinion, are wildfires or floods more damaging \ntowards a city’s pursuit of sustainable development? Explain your choice. \n \n \n[5 marks] \n \n \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ea", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "E", "section_title": "Green Revolution and Population Development", "question_number": "a", "marks": 2.0, "question": "(a) Define the ‘Green Revolution’. [2 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Eb", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "E", "section_title": "Green Revolution and Population Development", "question_number": "b", "marks": 2.0, "question": "(b) Study Resource E1. Describe the trends observed. \n[2 marks]", "resource_refs": ["Resource E1"], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ec", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "E", "section_title": "Green Revolution and Population Development", "question_number": "c", "marks": 2.0, "question": "(c) (i) Using your own knowledge, outline Thomas Malthus’ theory on the concept of \n“population-resources” relationship. \n \n[2 marks] \n \n \n (ii) Using your own knowledge, outline Ester Boserup’s theory on the concept of \n“population-resources” relationship. \n[2 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ed", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "E", "section_title": "Green Revolution and Population Development", "question_number": "d", "marks": 3.0, "question": "(d) Study Resource E 2. Suggest three ways in which farmers in Bangladesh have \nbenefitted differently from the Green Revolution. \n \n[3 marks]", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_wrt_Ee", "year": 2022, "host": "Paris, France", "test_type": "WRT", "section": "E", "section_title": "Green Revolution and Population Development", "question_number": "e", "marks": 4.0, "question": "(e) Using your own knowledge, explain two ways in which agricultural practices can \nbe improved to allow countries to benefit more. \n \n[4 marks] \n \n \n \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2022iGeo_WRT-Question-and-Resources.pdf", "marking_pdf": "2022iGeo_WRT_Marking-Guide.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_A1", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "A", "section_title": "The Aral Sea", "question_number": "1", "marks": 2.0, "question": "2 m 1. Describe the drainage pattern surrounding the Aral Sea and name any appropriate technical \nterm(s) that apply to this sort of basin. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_A2", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "A", "section_title": "The Aral Sea", "question_number": "2", "marks": 3.0, "question": "3 m 2. Study Resource Booklet Box A1 and Figures A1 and A2. \n Using the information provided and your geographical understanding, explain three economic \nimpacts due to the changing conditions of the Aral Sea. \n \nImpact 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \nStudent number: 19 \n\n===== PAGE 4 =====\n4", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_A3", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "A", "section_title": "The Aral Sea", "question_number": "3", "marks": 2.0, "question": "2 m 3. Study Resource Booklet Figure A3. \n Identify two factors responsible for the trend shown in this precipitation graph of the Aral Sea. \n \nFactor 1: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ...... \n \nFactor 2: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure A3"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_A4", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "A", "section_title": "The Aral Sea", "question_number": "4", "marks": 4.0, "question": "4 m 4. Study Resource Booklet Figure A4. \n Explain two causes and two environmental effects of the trend shown in the salinity graph \nof the Aral Sea. \n \nCause 1: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ...... \n \nCause 2: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ ...... \n \nEffect 1: ................................ ................................ ................................ ......................... \n \n ................................ ................................ ................................ ................................ ...... \n \nEffect 2: ................................ ................................ ................................ ......................... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure A4"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_A5", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "A", "section_title": "The Aral Sea", "question_number": "5", "marks": 4.0, "question": "4 m 5. Study Resource Booklet Box A1 and Resource Booklet Figures A1, A2, A3 and A4. \n Explain 4 reasons why solutions for the issues in the Aral Sea region are difficult to implement. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_B1", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "B", "section_title": "Maritime transport", "question_number": "1", "marks": 5.0, "question": "5 m 1. Study Resource Booklet Table B1. Use an appropriate data representation method to show \nthe Port Liner Shipping Connectivity Index (PLSCI) in 2006 (Q1) and 2022 (Q 4) for the ten \nhighest ranked container ports in 2022.", "resource_refs": ["Table B1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_B2", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "B", "section_title": "Maritime transport", "question_number": "2", "marks": 2.0, "question": "2 m 2. Study the Resource Booklet Table B1 and Figure B1 and your diagram in Question B1. \n Identify two spatial and/or time-related patterns of international tanker freight trade and \nexplain them. \n \nPattern 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nPattern 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \nStudent number: 19 \n\n===== PAGE 6 =====\n6", "resource_refs": ["Figure B1", "Table B1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_B3", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "B", "section_title": "Maritime transport", "question_number": "3", "marks": 2.0, "question": "2 m 3. Study Resource Booklet Figure B2. \n Using the information provided and your geographical understanding suggest two main \nreasons for the location of this port in a sparsely populated area outside the major sea transit \nroutes. \n \nReason 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nReason 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure B2"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_B4", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "B", "section_title": "Maritime transport", "question_number": "4", "marks": 2.0, "question": "2 m 4. The investment in the Finnafjord Port Project would not have been possible a few decades \nago. Specify two changes in global economic or environmental conditions that make the \ninvestment possible now. \n \nChange 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nChange 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_B5", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "B", "section_title": "Maritime transport", "question_number": "5", "marks": 4.0, "question": "4 m 5. Outline the environmental impacts of the Finnafjord Port Project. Use at least two positive \nand two negative environmental impacts. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_C1", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "C", "section_title": "Land use and land cover change in Burkina Faso", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure C1. \n The northern part of Burkina Faso lies in a large region that stretches across Africa from east \nto west. \n \n a) Name this region. \n \n ................................ ................................ ................................ ................................ ...... \n \n b) Identify the main natural characteristic of this region that explains the type of land cover in \nnorthern Burkina Faso. \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure C1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_C2", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "C", "section_title": "Land use and land cover change in Burkina Faso", "question_number": "2", "marks": 6.0, "question": "6 m 2. Study Resource Booklet Figure C1. \n Describe in detail three changing patterns in land cover in Burkina Faso between 1975 and \n2013. \n \nPattern 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nPattern 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nPattern 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure C1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_C3", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "C", "section_title": "Land use and land cover change in Burkina Faso", "question_number": "3", "marks": 1.0, "question": "1 m 3. Specify the main reason for the land cover change in Burkina Faso. \n \n ................................ ................................ ................................ ................................ ...... \n \n \nStudent number: 19 \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_C4", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "C", "section_title": "Land use and land cover change in Burkina Faso", "question_number": "4", "marks": 3.0, "question": "3 m 4. Outline three implications of the land cover change for the ecosystems in Burkina Faso. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_C5", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "C", "section_title": "Land use and land cover change in Burkina Faso", "question_number": "5", "marks": 3.0, "question": "3 m 5. In 2020, more than 50% of Burkina Faso’s population suffered from chronic food deficiency. \nSuggest and explain three sustainable development projects that would help reduce food \ninsecurity. \n \nProject 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nProject 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nProject 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_D1", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "D", "section_title": "Innovative and sustainable cities", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure D1. \n Describe two changes in the number and structure of electric vehicles in the transport in the \nworld between 2012 and 2021 using specific evidence. \n \nChange 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nChange 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure D1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_D2", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "D", "section_title": "Innovative and sustainable cities", "question_number": "2", "marks": 2.0, "question": "2 m 2. Study Resource Booklet Figure D1. \n Suggest two reasons for changes in the use of electric vehicles in transport between 2012 \nand 2021. \n \nReason 1: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nReason 2: ................................ ................................ ................................ ...................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \nStudent number: 19 \n\n===== PAGE 10 =====\n10", "resource_refs": ["Figure D1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_D3", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "D", "section_title": "Innovative and sustainable cities", "question_number": "3", "marks": 4.0, "question": "4 m 3. Discuss the benefits and limitations of electric vehicle deployment. Your answer should \ninclude at least two benefits and two limitations. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_D4", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "D", "section_title": "Innovative and sustainable cities", "question_number": "4", "marks": 3.0, "question": "3 m 4. Study Resource Booklet Figure D2. \n Explain three ways in which the management of the flow of water influences the viability of a \ncity. \n \nWay 1: ................................ ................................ ................................ ............................ \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nWay 2: ................................ ................................ ................................ ............................ \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nWay 3: ................................ ................................ ................................ ............................ \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n\n===== PAGE 11 =====\n11", "resource_refs": ["Figure D2"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_D5", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "D", "section_title": "Innovative and sustainable cities", "question_number": "5", "marks": 4.0, "question": "4 m 5. Study Resource Booklet Figure D2. \n Evaluate the feasibility of implementing strategies to create a water sensitive city when \nplanning or redeveloping urban areas. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n\n===== PAGE 12 =====\n12 \nThis page is intentionally blank. \n(You can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly l…", "resource_refs": ["Figure D2"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_E1", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "E", "section_title": "Shorelines", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure E1. \n Note how the shoreline changes over time. Name four factors that influence geomorphological \nchanges in shorelines. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure E1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_E2", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "E", "section_title": "Shorelines", "question_number": "2", "marks": 3.0, "question": "3 m 2. Study Resource Booklet Figures E1 and E2. \n Explain how wildfires can affect the width of the sandy beach near the Big Sur River mouth. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n \nStudent number: 19 \n\n===== PAGE 14 =====\n14", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_E3", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "E", "section_title": "Shorelines", "question_number": "3", "marks": 3.0, "question": "3 m 3. Study Resource Booklet Figure E1. \n Geologists, engineers, and planners often need to know the rate at which the shoreline moves. \nThis helps them to better define appropriate uses of coastal areas. Use the historical imagery \nprovided to answer the questions 3a and 3b. The scale is the same for both images. \n \na) Is the beach at point ‘300 m’ eroding or accreting over time? \n \n ................................ ................................ ................................ ................................ ...... \n \nb) Estimate the rate of change of the shoreline at the point ‘300 m’ to justify your response \nin part a). Your answer should include the full calculation. The rate must be expressed in \nmetres per month.", "resource_refs": ["Figure E1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_E4", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "E", "section_title": "Shorelines", "question_number": "4", "marks": 1.0, "question": "1 m 4. Study Resource Booklet Figure E3. \n Name the coastal feature identified as ‘X’. \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n\n===== PAGE 15 =====\n15", "resource_refs": ["Figure E3"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_E5", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "E", "section_title": "Shorelines", "question_number": "5", "marks": 6.0, "question": "6 m 5. Study Resource Booklet Figure E3. \n Use the information provided and your geographical understanding to answer the questions \n5a and 5b. \n \na) Draw a sketch of the geomorphological processes that formed the coastal feature “X”. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nb) Explain the geomorphological process of the formation of the coastal feature \"X\" shown in \nthe sketch. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n\n===== PAGE 16 =====\n16 \nThis page is intentionally blank. \n(You can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n\n===== PAGE 17 =====\n17", "resource_refs": ["Figure E3"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_F1", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "F", "section_title": "Ski tourism", "question_number": "1", "marks": 4.0, "question": "4 m 1. Study Resource Booklet Figures F1 and F2. \n There are many spectacular mountain ranges in the world, but only a few have developed \nmass ski tourism. Outline and give reasons for 4 social and/or infrastructural conditions that \nhave led to the development of mass ski tourism in the mountains. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": [], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_F2", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "F", "section_title": "Ski tourism", "question_number": "2", "marks": 2.0, "question": "2 m 2. Study Resource Booklet Figures F1 and F2. \n Name two main areas where ski tourism has developed (use the names of the regions from \nFigure F1 or similar , not the names of continents or countries ). Justify your answer with \nstatistical data available in the Resource Booklet. \n \nArea 1: ................................ ................................ ................................ .......................... \n \nArea 2: ................................ ................................ ................................ .......................... \n \n \nStudent number: 19 \n\n===== PAGE 18 =====\n18", "resource_refs": ["Figure F1"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_F3", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "F", "section_title": "Ski tourism", "question_number": "3", "marks": 3.0, "question": "3 m 3. Study Resource Booklet Figure F3. \n Ski tourism in the world has stagnated since the 1980s. Discuss changes in tourists' travel \nbehaviour that could be responsible for this stagnation. Your answer should include at least \nthree arguments. \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ......", "resource_refs": ["Figure F3"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_F4", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "F", "section_title": "Ski tourism", "question_number": "4", "marks": 3.0, "question": "3 m 4. Study Resource Booklet Figure F4a. \n Name the phenomenon that can be seen in the photograph. Explain how ski tourism can \nincrease the hazard of this phenomenon. \n \nName of the phenomenon: ................................ ................................ .............................. \n \nExplanation: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n\n===== PAGE 19 =====\n19", "resource_refs": ["Figure F4"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_wrt_F5", "year": 2023, "host": "Bandung, Indonesia", "test_type": "WRT", "section": "F", "section_title": "Ski tourism", "question_number": "5", "marks": 3.0, "question": "3 m 5. Study Resource Booklet Figure F4. \n Using the information provided and your geographical understanding explain three negative \nenvironmental impacts of ski tourism in the mountains. \n \nImpact 1: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 2: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \nImpact 3: ................................ ................................ ................................ ....................... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n ................................ ................................ ................................ ................................ ...... \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n\n===== PAGE 20 =====\n20 \n \n \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \nStudent number: 19 \nend ◼", "resource_refs": ["Figure F4"], "source_pdf": "2023iGeo_WRT_Question-and-Answer-Booklet_Final.pdf", "marking_pdf": "2023iGeo_WRT_Marking-Scheme_Final.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_A1", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "A", "section_title": "Plastic pollution in oceans", "question_number": "1", "marks": 1.0, "question": "1 m 1. Name the natural resource from which most plastics are produced. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_A2", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "A", "section_title": "Plastic pollution in oceans", "question_number": "2", "marks": 2.0, "question": "2 m 2. Identify two sources used to produce bioplastics. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_A3", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "A", "section_title": "Plastic pollution in oceans", "question_number": "3", "marks": null, "question": "3. Study Resource Booklet Figure A1. Ocean gyres are locations where large amounts of plastic \nand other waste accumulate. \n \n5 m a) Choose one of the ocean gyres. Draw and label a diagram to show the wind patterns and \nocean currents that contribute to the formation of your chosen gyre in the space below. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \nStudent number: 20 \n\n===== PAGE 4 =====\n4 \n2 m b) Explain the reasons for the accumulation of plastic pollution in the location you have chosen. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure A1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_A4", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "A", "section_title": "Plastic pollution in oceans", "question_number": "4", "marks": 2.0, "question": "2 m 4. Study Resource Booklet Figures A2 and A3. \n Describe two spatial patterns regarding the origin of plastic waste emissions into the oceans. \nProvide specific data from the sources. Your answer should refer to regions and/or multiple \ncountries, not individual countries. \n \nPattern 1: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nPattern 2: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_A5", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "A", "section_title": "Plastic pollution in oceans", "question_number": "5", "marks": 3.0, "question": "3 m 5. Study Resource Booklet Figures A1-A3. \n Using the sources provided and your geographical knowledge discuss why it is difficult to \neliminate plastic pollution from entering the oceans. Give at least three arguments. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n\n===== PAGE 5 =====\n5", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_B1", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "B", "section_title": "Amazon rainforest ecosystem", "question_number": "1", "marks": 3.0, "question": "3 m 1. Study Resource Booklet Figure B1. \n Identify and explain three main reasons for the deforestation of the Amazon rainforest. \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure B1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_B2", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "B", "section_title": "Amazon rainforest ecosystem", "question_number": "2", "marks": 3.0, "question": "3 m 2. Study the Resource Booklet Figures B2 and B3. \n Analyse the spatial relationship between the intensity of PM 2.5 emissions and the extent of \ndeforestation. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 20 \n\n===== PAGE 6 =====\n6", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_B3", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "B", "section_title": "Amazon rainforest ecosystem", "question_number": "3", "marks": 5.0, "question": "5 m 3. Study Resource Booklet Figures B1-B3. Using the information provided and your geographical \nunderstanding answer the following questions. \n \n a) What is meant by the term ecosystem services? \n \n ................................ ................................ ................................ ................................ . \n \n b) Identify and e xplain the importance of three ecosystem services provided by the Amazon \nrainforest. \n \nEcosystem service 1: ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEcosystem service 2: ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEcosystem service 3: ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_B4", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "B", "section_title": "Amazon rainforest ecosystem", "question_number": "4", "marks": 4.0, "question": "4 m 4. Study Resource Booklet Figures B1-B3. Specify two impacts of deforestation of the Amazon \nrainforest on its ecosystem services and two impacts on human well-being. \n \nImpact on ecosystem service 1 : ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact on ecosystem service 2: ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact on human well -being 1: ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact on human well -being 2: ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_C1", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "C", "section_title": "Monsoon and weather phenomena in Dubai", "question_number": "1", "marks": 5.0, "question": "5 m 1. Study Resource Booklet Table C1. \n Create a combined climate diagram that compares the precipitation and temperature data for \nboth Dubai and Kathmandu in one diagram. Label your diagram appropriately.", "resource_refs": ["Table C1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_C2", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "C", "section_title": "Monsoon and weather phenomena in Dubai", "question_number": "2", "marks": 1.0, "question": "1 m 2. Study Resource Booklet Table C1 and the climate diagram you made. \n Calculate the average annual temperature amplitude/range in Dubai and Kathmandu (round \nthe value to one decimal place). \n \nDubai:................................ ................................ ................................ ........................ \n \nKathmandu: ................................ ................................ ................................ .............. \nStudent number: 20 \n\n===== PAGE 8 =====\n8", "resource_refs": ["Table C1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_C3", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "C", "section_title": "Monsoon and weather phenomena in Dubai", "question_number": "3", "marks": 4.0, "question": "4 m 3. Study Resource Booklet Figure C1 and your climate diagram of Dubai and Kathmandu. Both \ncities are influenced by the Asian monsoon, but Dubai has completely different rainfall patterns \nfrom Kathmandu, which has more typical characteristics of the Asian monsoon climate. \n Explain the differences between the rainfall patterns in Dubai and Kathmandu, although both \nclimates are influenced by the same wind patterns. \n \nDubai: ................................ ................................ ................................ ........................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nKathmandu: ................................ ................................ ................................ ............... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ...............…", "resource_refs": ["Figure C1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_C4", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "C", "section_title": "Monsoon and weather phenomena in Dubai", "question_number": "4", "marks": 1.0, "question": "1 m 4. Study Resource Booklet Figures C2 and C3 and Text Box C1. Since climate change has most \nlikely increased the presence of warm, moist air in a region, atmospheric triggers are necessary \nto initiate large-scale cloud formation and significant precipitation events. \n Name one such primary atmospheric mechanism that can cause such conditions that lead to \nsevere flooding. \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 9 =====\n9", "resource_refs": ["Text Box C1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_C5", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "C", "section_title": "Monsoon and weather phenomena in Dubai", "question_number": "5", "marks": 2.0, "question": "2 m 5. Explain two reasons why, even after significant rain events, the landscape in Dubai remains \narid and the surrounding desert does not transform into a green environment. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_C6", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "C", "section_title": "Monsoon and weather phenomena in Dubai", "question_number": "6", "marks": 2.0, "question": "2 m 6. Discuss how the urban environment of Dubai contributed to the flooding in April 2024. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n\n===== PAGE 10 =====\n10 \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \n \nStudent number: 20 \n\n===== PAGE 11 =====\n11", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_D1", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "D", "section_title": "Periglacial landscape and climate change", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure D1. \n \n a) Identify the area near the North Pole where there are no or only a few isolated permafrost \nareas. \n \n ................................ ................................ ................................ ................................ . \n \n b) Suggest the reason why this area is free of permafrost. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_D2", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "D", "section_title": "Periglacial landscape and climate change", "question_number": "2", "marks": 2.0, "question": "2 m 2. Study Resource Booklet Figure D1. \n With the help of information provided and your geographical understanding outline two \nreasons why the extent of permafrost areas in North America differs significantly from that in \nEurope. \n \nReason 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_D3", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "D", "section_title": "Periglacial landscape and climate change", "question_number": "3", "marks": 1.0, "question": "1 m 3. Study Resource Booklet Figure D2 that shows a site on Taymyr Island in the north of Siberia. \n Describe the change in the vegetation from 1966 to 2009. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D2"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_D4", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "D", "section_title": "Periglacial landscape and climate change", "question_number": "4", "marks": 3.0, "question": "3 m 4. Study Resource Booklet Figure D2. \n \n a) Explain how climate change has affected the described change in vegetation. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 20 \n\n===== PAGE 12 =====\n12 \n b) Outline the mechanism by which this change in vegetation can affect the climate. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D2"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_D5", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "D", "section_title": "Periglacial landscape and climate change", "question_number": "5", "marks": 2.0, "question": "2 m 5. Study Resource Booklet Figure D3 and Table D1. \n Analyse the change in the concentrations of carbon dioxide and methane in the atmosphere \nfrom pre-industrial times to the present day and their contribution to the rise in temperature. \nUse statistical data to justify your answers. \n \nConcentration: ................................ ................................ ................................ .......... \n \n ................................ ................................ ................................ ................................ . \n \nTemperature: ................................ ................................ ................................ ............ \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure D3", "Table D1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_D6", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "D", "section_title": "Periglacial landscape and climate change", "question_number": "6", "marks": 5.0, "question": "5 m 6. Study Resource Booklet Figure D3 and Table D1. \nEvaluate the role of carbon dioxide and methane in global warming. Justify your answer \nwith specific data. \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n\n===== PAGE 13 =====\n13", "resource_refs": ["Figure D3", "Table D1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_E1", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "E", "section_title": "Olympic Games", "question_number": "1", "marks": 1.0, "question": "1 m 1. Study Resource Booklet Figure E1. \n Name the continent that was most underrepresented at the London Olympics when comparing \nthe ratio of Olympic participants to the world's population. Justify your answer with specific \ndata. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_E2", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "E", "section_title": "Olympic Games", "question_number": "2", "marks": 4.0, "question": "4 m 2. Study Resource Figure E2. \n \n a) Describe the general trend of the overall sustainability of the Olympic Games 1992 -2020. \nYour answer should not include only one aspect (pillar) of sustainability. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n b) Suggest two main reasons for the described trend. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nStudent number: 20 \n\n===== PAGE 14 =====\n14", "resource_refs": ["Figure E2"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_E3", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "E", "section_title": "Olympic Games", "question_number": "3", "marks": 3.0, "question": "3 m 3. Study Resource Booklet Figures E3 and E4. \n Analyse the process of urban transformation of Barcelona between 1977 and the time of the \n1992 Summer Olympics (in terms of general character, services, size/locations). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_E4", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "E", "section_title": "Olympic Games", "question_number": "4", "marks": 2.0, "question": "2 m 4. Study Resource Booklet Figures E3 and E4. \n Explain two ways in which the urban remodelling of Barcelona has improved the quality of life \nof its citizens. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_E5", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "E", "section_title": "Olympic Games", "question_number": "5", "marks": 5.0, "question": "5 m 5. Study Resource Booklet Figures E2-E5 and use your geographical understanding. \n Evaluate whether major sporting events such as the Olympic Games have a positive or \nnegative socio-economic impact on the target cities during and after these events. Use at \nleast two positive and two negative socio -economic impacts as examples to support your \nideas. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 15 =====\n15", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_F1", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "F", "section_title": "Commuting mobility in the cities", "question_number": "1", "marks": 2.0, "question": "2 m 1. Study Resource Booklet Figure F1. \n Identify the most frequently used transport modes for commuters in cities in North America \nand Europe. \n \nNorth America: ................................ ................................ ................................ .......... \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ . \nEurope: ................................ ................................ ................................ ..................... \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ . \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure F1"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_F2", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "F", "section_title": "Commuting mobility in the cities", "question_number": "2", "marks": 5.0, "question": "5 m 2. Study Resource Booklet Figure F2. \nGive two differences between the way commuters travel in Tokyo and Dhaka. Explain three \nreasons for these differences. \nDifferences : ................................ ................................ ................................ .............. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nReason 1 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 3 : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \nStudent number: 20 \n\n===== PAGE 16 =====\n16", "resource_refs": ["Figure F2"], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_F3", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "F", "section_title": "Commuting mobility in the cities", "question_number": "3", "marks": 4.0, "question": "4 m 3. Explain the negative aspects of the increase in commuting on people and the economy. \n \nPeople : ................................ ................................ ................................ ..................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nEconomy : ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_wrt_F4", "year": 2024, "host": "Dublin, Ireland", "test_type": "WRT", "section": "F", "section_title": "Commuting mobility in the cities", "question_number": "4", "marks": 4.0, "question": "4 m 4. To ensure efficient and sustainable commuting, public policymakers face many challenges. \nSuggest 4 possible solutions that policymakers may adopt to achieve this goal. \n \nSolution 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nSolution 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nSolution 3 : ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nSolution 4 : ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n\n===== PAGE 17 =====\n17 \n \n \nThis page is intentionally blank \n(you can use it for your notes (please cross them through afterwards) or \nfor answers, which are clearly labelled with the Section and question number). \n \nStudent number: 20 \nend ◼", "resource_refs": [], "source_pdf": "WRT-2024-Question-and-Answer-Booklet.pdf", "marking_pdf": "WRT_Marking-Scheme_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_A1", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "1", "marks": 1.0, "question": "1 m 1. Name two natural forces that can trigger landslides. \n \nNatural force 1: ................................ ................................ ................................ ......... \n \nNatural force 2: ................................ ................................ ................................ .........", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_A2", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "2", "marks": 2.0, "question": "2 m 2. Identify and explain two specific human activities that may contribute to landslides. \n \nActivity 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nActivity 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_A3", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "3", "marks": null, "question": "3. For this question, refer to Resource Booklet: Figure A1. \n \n0.5 m a) Specify the location on the diagram most susceptible to landslide activity (A, B, C or D). \n \nLocation: ................................ ................................ ................................ .................... \n \n \n1 m b) Explain the reason for the location selected above (in 3a). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nStudent number: 21 \n\n===== PAGE 4 =====\n4", "resource_refs": ["Figure A1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_A4", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "4", "marks": null, "question": "4. For this question, refer to Resource Booklet: Figure A2. \n \n2 m a) Clearly label the parts of a landslide on Figure A2 below, using the following letters as labels: \nA: head, B: foot, C: surface of rupture, D: scarp surface. \n \n \nFigure A2: Remnants of a landslide that took place in La Conchita, California, USA \n(January 2005). Ten people were killed. \n(https://d9-wret.s3.us-west-2.amazonaws.com/assets/palladium/production/s3fs \npublic/styles/full_width/public/LaConchia_USGS_Photo.jpg?itok=NS7eb4YQ) \n \n2 m b) Identify specific evidence from Figure A2 that indicates a previous landslide took place in the \narea. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \nStudent number: 21 \n\n===== PAGE 5 =====\n5 \n \n \n4 m c) Suggest two actions that can be taken to protect the neighbourhood from future landslides \nand evaluate the effectiveness of each measure that you provide. \n \nAction 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \nEffectiveness of Action 1 : ................................ ................................ ........................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n .....................…", "resource_refs": ["Figure A2"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_A5", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "A", "section_title": "Landslides", "question_number": "5", "marks": null, "question": "5. After wildfires occur in mountainous areas, there is an increased danger of landslides \noccurring. \n \n0.5 m a) Name the season when post wildfire landslides are most likely to occur. \n \nSeason: ................................ ................................ ................................ .................... \n \n \n2 m b) Explain why landslides are more likely to occur during the season you selected. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 6 =====\n6 \n \n \nThis page is intentionally blank \nYou can use it for your notes, but please cross them through afterwards. \nIf you use it for answers, they MUST be clearly labelled with the Section and Question number. \n \n \nStudent number: 21 \n\n===== PAGE 7 =====\n7", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_B1", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "B", "section_title": "Waves and coastline", "question_number": "1", "marks": 2.0, "question": "2 m 1. Explain the energy relationship between wind and the formation of waves. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_B2", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "B", "section_title": "Waves and coastline", "question_number": "2", "marks": 4.0, "question": "4 m 2. Describe four ways waves change as they move from deeper water towards the shore. \n \n \nChange 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nChange 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nChange 3: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \nChange 4: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \n \nStudent number: 21 \n\n===== PAGE 8 =====\n8", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_B3", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "B", "section_title": "Waves and coastline", "question_number": "3", "marks": 2.0, "question": "2 m 3. Analyse Figure B1. Draw lines representing the path of the waves as they move towards the \ncoast. Assume that the waves hit the coast from the north -east and have a wavelength of 14 \nm. Consider changes to the waves that may occur as they move towards the coast. \n \n \n \nFigure B1: A fictional coastline. The underwater topography (bathymetry) of the area \nis represented by isobaths or depth contours with an interval of 1 metre. This area is \nmicrotidal with a maximum tidal range of 2 metres and is located at a latitude of 50°N. \nThis coastal area includes a public beach with over 50,000 visitors per summer, a fishery, \na ferry terminal and several resid ential properties. \n(Created by B. Woodward)", "resource_refs": ["Figure B1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_B4", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "B", "section_title": "Waves and coastline", "question_number": "4", "marks": null, "question": "4. For this question, refer to Figure B1. \n \n1 m a) Draw an arrow on the Figure B1 to identify the direction of the longshore current. \n \n1 m b) Justify the reason for the direction of the arrow you drew in 4a). \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n\n===== PAGE 9 =====\n9", "resource_refs": ["Figure B1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_B5", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "B", "section_title": "Waves and coastline", "question_number": "5", "marks": 5.0, "question": "5 m 5. Use your answers from the previous questions to develop a strategy for shoreline \nmanagement in this area. \n \n Consider the way in which the various changes will affect the coastline and identify areas \nwhere you anticipate erosion and/or sedimentation in the future. You have unlimited resources, \nso you can build any type of coastal defence and change the land use patterns so long as your \nsuggestions are realistic. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n …", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_C1", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "C", "section_title": "Water stress", "question_number": "1", "marks": 3.0, "question": "3 m 1. For this question, refer to Resource Booklet: Figure C1. \n \n Describe the current spatial distribution of water scarcity in the world. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_C2", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "C", "section_title": "Water stress", "question_number": "2", "marks": 3.0, "question": "3 m 2. Identify and explain three main causes of high water stress. \n \nCause 1 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nCause 2 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nCause 3 : ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n \n \n \nStudent number: 21 \n\n===== PAGE 12 =====\n12", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_C3", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "C", "section_title": "Water stress", "question_number": "3", "marks": 3.0, "question": "3 m 3. Describe three socio-economic impacts of water scarcity. \n \nImpact 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nImpact 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nImpact 3 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_C4", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "C", "section_title": "Water stress", "question_number": "4", "marks": 3.0, "question": "3 m 4. For this question, refer to Study Resource Booklet: Figure C2. \n \n Explain why the countries of the northern Mediterranean are likely to experience major water \nstress in the future. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure C2"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_C5", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "C", "section_title": "Water stress", "question_number": "5", "marks": 3.0, "question": "3 m 5. Outline three strategies for reducing water stress. The strategies must be related to real-world \nsituations. \n \nStrategy 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 13 =====\n13", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_D1", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "D", "section_title": "Global energy consumption", "question_number": "1", "marks": 2.0, "question": "2 m 1. Explain the difference between renewable and sustainable energy sources. Use specific \nexamples of energy sources in your explanation. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_D2", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "D", "section_title": "Global energy consumption", "question_number": "2", "marks": 3.0, "question": "3 m 2. For this question, refer to Resource Booklet: Figures D1. \n \n Describe the main trends in the global consumption of oil, coal and renewable energy from \n1965 to 2018. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_D3", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "D", "section_title": "Global energy consumption", "question_number": "3", "marks": 3.0, "question": "3 m 3. Explain three environmental impacts of using coal as a source of energy. \n \nImpact 1: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 2: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \nStudent number: 21 \n\n===== PAGE 14 =====\n14 \n \nImpact 3: ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_D4", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "D", "section_title": "Global energy consumption", "question_number": "4", "marks": 3.0, "question": "3 m 4. For this question, refer to Resource Booklet: Figures D2 and D3. \n \n Suggest three reasons why energy consumption in developed countries has not increased \nsignificantly, or in some cases has even decreased, since the 1990s. \n \nReason 1 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 2 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ . \n \nReason 3 : ................................ ................................ ................................ .................. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_D5", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "D", "section_title": "Global energy consumption", "question_number": "5", "marks": 4.0, "question": "4 m 5. For this question, refer to Resource Booklet: Figure D4. \n \n Due to the current geopolitical situation , Western companies are relocating manufacturing \nindustries from Asia back to their home country or a neighbouring region. Discuss four possible \nchanges to global primary energy consumption as a result of these relocations. \n \nChange 1: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nChange 2: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nChange 3: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nChange 4: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 15 =====\n15", "resource_refs": ["Figure D4"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_E1", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "E", "section_title": "The Darién Gap", "question_number": "1", "marks": 1.0, "question": "1 m 1. For this question, refer to Resource Booklet: Figure E1. \n \n Identify the primary direction of irregular migration routes worldwide. \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Figure E1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_E2", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "E", "section_title": "The Darién Gap", "question_number": "2", "marks": null, "question": "2. For this question, refer to Resource Booklet: Text Box E1; Figures E2 and E3. \n \n4 m a) Analyse the general trend and sources of migration through the Darién Gap. Justify your \nresponse with specific data. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n3 m b) Explain two socio-economic and one environmental reason for emigration from countries \nshown on the diagram. Use specific country examples to justify your answers. \n \nSocio-economic reason 1: ................................ ................................ .......................... \n \n ................................ ................................ ................................ ................................ . \n \nSocio-economic reason 2: ................................ ................................ ........................... \n \n ................................ ................................ ................................ ................................ . \n \nEnvironmental reason: ................................ ................................ ................................ \n \n ................................ ................................ ................................ ................................ . \n \nStudent number: 21 \n\n===== PAGE 16 =====\n16 \n2 m c) Suggest two reasons why migrants from c…", "resource_refs": ["Text Box E1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_E3", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "E", "section_title": "The Darién Gap", "question_number": "3", "marks": 3.0, "question": "3 m 3. For this question, refer to Resource Booklet: Text Box E1. \n \n Outline three threats that make crossing the Darién Gap extremely difficult for migrants. \n \nThreat 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nThreat 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nThreat 3: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ .", "resource_refs": ["Text Box E1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_E4", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "E", "section_title": "The Darién Gap", "question_number": "4", "marks": 2.0, "question": "2 m 4. For this question, refer to Resource Booklet: Text Box E1. \n \n When Bajo Chiquito became the main reception centre for migrants, how might this have \nimpacted services and built environments in the village? Give at least four specific \nexamples. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n\n===== PAGE 17 =====\n17 \n \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ........…", "resource_refs": ["Text Box E1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_F1", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "F", "section_title": "Urban Heat Island", "question_number": "1", "marks": 3.5, "question": "3.5 m 1. Draw an isopleth (air temperature) map for Birmingham and the surrounding urban area. \n Draw isopleths at 3.9, 4.2, 4.5, 4.8, 5.0, 5.2, 5.5, 5.7 and 6.0 °C. \n Colour the map and fill in the legend. \n Note: air temperature data was for the night of February 19th 2014. The average \n temperature was 5.2 °C. \n \n \n \nStudent number: 21 \n\n===== PAGE 20 =====\n20 \n For this question, refer to Study Resource Booklet: Figure F1.", "resource_refs": ["Figure F1"], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_F2", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "F", "section_title": "Urban Heat Island", "question_number": "2", "marks": 1.5, "question": "1.5 m 2. Analyse the satellite image and the map you drew in Q1. \n Identify the area of Birmingham where urban heat island has formed and describe the land \n use in the area identified. \n \nArea: ................................ ................................ ................................ ........................ \n \nLand use: ................................ ................................ ................................ ...................", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_F3", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "F", "section_title": "Urban Heat Island", "question_number": "3", "marks": 4.0, "question": "4 m 3. Explain four environmental impacts of urban heat islands worldwide. \nImpact 1: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 2: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 3: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nImpact 4: ................................ ................................ ................................ ................... \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ..…", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_wrt_F4", "year": 2025, "host": "Bangkok, Thailand", "test_type": "WRT", "section": "F", "section_title": "Urban Heat Island", "question_number": "4", "marks": 6.0, "question": "6 m 4. Name three strategies that cities can implement to mitigate the urban heat island effect \n and evaluate the effectiveness of the strategies you selected. \n \nStrategy 1: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nEvaluation: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 2: ................................ ................................ ................................ ................ \n \n ................................ ................................ ................................ ................................ . \n \nEvaluation: ................................ ................................ ................................ ................. \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \n ................................ ................................ ................................ ................................ . \n \nStrategy 3: ................................ ................................ ................................ ................ \n \n ......................…", "resource_refs": [], "source_pdf": "2025-WRT-2025-Question-and-Answer-Booklet.pdf", "marking_pdf": "2025-WRT-Marking-Scheme.pdf", "extraction": "pdf_text"} +{"id": "igeo_1996_fwe_Fieldwork", "year": 1996, "test_type": "FWE", "exercise": "Fieldwork", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\n1996 iGeo – The Hague, The Netherlands \nThe Fieldwork \nThe structure of a typical coastal landscape \nIn general the beach can be divided into a zone with regular tidal influence and a higher part, inundated only \nwhen extreme high water levels occur. On this higher part of the beach some pioneer plants with high salt \ntolerance can settle. The dune landscape can be divided in: primary dunes, primary dune valleys and the dune \ncomplex. These morphological units have there own soil and vegetation characteristics (figure 7 + 8). \n \nNearby the sea the sediment contains lime, originating from fragmented shells. Therefore the plants near the \ncoast line have a high lime tolerance. With increasing distance from the coast line the lime content is diminishing \nand other (seconda", "source_pdf": "1996Fieldwork.pdf", "extraction": "file_unit"} +{"id": "igeo_2002_fwe_FW_part_1", "year": 2002, "test_type": "FWE", "exercise": "FW part 1", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\n2002 iGeo - Durban, South Africa \nFieldwork Part 1 \n \nCBD of Durban \nDraw a labeled street transect. Complete the following tasks in the field: (1 hour maximum). Buses will be waiting \nat the corner of Aliwal and West Street. Location: From the corner of West and Grey Street to the corner of West \nand Aliwal Street (south facing buildings only). \n Construct a labeled transect of ground floor land-use activities along the West Street. \n 'Step out' the distance between different buildings to get a reasonably accurate measurement. \n Label the different land uses and distinguish between different kinds of activities, for example, a garage \nselling petrol and other goods, a café, a bookshop, etc. \n Indicate on the map where informal sellers are situated. \nGateway Shoppin", "source_pdf": "2002FWpart1.pdf", "extraction": "file_unit"} +{"id": "igeo_2002_fwe_FW_part_2", "year": 2002, "test_type": "FWE", "exercise": "FW part 2", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\n2002 iGeo - Durban, South Africa \nFieldwork Part 2 \n \nCommercial activities \n Complete a neat, accurate copy of the transect along West Street from Grey Street to Aliwal Street on \nthe graph paper provided. Choose an appropriate scale. Indicate different kinds of land use types using \na key (shading or cross hatching). Label the activities on the transect. Show the location of informal \ntraders. (15) \n Tabulate (present as a table) the (a) similarities and (b) differences of commercial activities in the CBD \nof Durban and the regional shopping centre at Gateway. (10) \n Using your insights and experience at Gateway Shopping Centre to develop a diagram illustrating the \nproblems caused by the decentralization of regional shopping centres. (10)", "source_pdf": "2002FWpart2.pdf", "extraction": "file_unit"} +{"id": "igeo_2006_fwe_FWT_q2", "year": 2006, "test_type": "FWE", "exercise": "FWT", "question_number": "2", "marks": null, "question": null, "source_pdf": "2006iGeo_FWT.pdf", "extraction": "pdf_text"} +{"id": "igeo_2008_fwe_FWT", "year": 2008, "test_type": "FWE", "exercise": "FWT", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\nInternational Geography Olympiad 2008 \nFieldwork Test \n \n[Note there were three components to the Fieldwork Test.] \n \nMapping exercise 1 \n \nAttached is a very basic map of the area that you have to map in more detail. \nAll that is indicated on the map are: the road and bridge, farm buildings and tracks, \nwater reservoir and well and a few contour lines. \n \nComplete the map by also indicating landforms and land use. \n \nChoose appropriate symbols, labels and colours and complete the legend. \n \nYou have 1 hour to complete this mapping exercise. \nThis exercise is worth 10 marks. \nWork individually. Working cooperatively with others will result in a penalty.", "source_pdf": "2008iGeo_FWT.pdf", "extraction": "file_unit"} +{"id": "igeo_2010_fwe_FWT_q1", "year": 2010, "test_type": "FWE", "exercise": "FWT", "question_number": "1", "marks": null, "question": null, "source_pdf": "2010iGeo_FWT_all_questions.pdf", "extraction": "pdf_text"} +{"id": "igeo_2010_fwe_FWT_q2", "year": 2010, "test_type": "FWE", "exercise": "FWT", "question_number": "2", "marks": null, "question": null, "source_pdf": "2010iGeo_FWT_all_questions.pdf", "extraction": "pdf_text"} +{"id": "igeo_2013_fwe_FWT_resources", "year": 2013, "test_type": "FWE", "exercise": "FWT resources", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\n \r  10th \r  International \r  Geography \r  Olympiad \r  FIELDWORK \r  iGeo \r  Kyoto \r  2013 \r   \n \nCity \r  and \r  Water \r   \r   \r   Resource \r  booklet \r   \r  NAME[ \r \r \r \r \r \r \r \r \r \r \r \r \r \r \r \r \r ] \r  TEAM[ \r \r \r \r \r \r ] \r NO[ \r \r \r \r \r \r \r \r ] \r   \r   \r   \r  \n\n===== PAGE 2 =====\n \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r   \r  \n\n===== PAGE 3 =====\nIntroduction \r   \r  Many \r  Japanese \r  cities \r  have \r  evolved \r  as \r  a \r  consequence \r  of \r  the \r  availability \r  and \r  use \r  of \r  local \r  water. \r  In \r  the \r  pre-­‐modern \r  era, \r  water \r  was \r  used \r  for \r  variety \r  of \r  purposes \r  in \r  urban \r  areas \r  (transportation, \r  drinking", "source_pdf": "2013iGeo_FWT_resourcebooklet.pdf", "extraction": "file_unit"} +{"id": "igeo_2014_fwe_FWE_task1A", "year": 2014, "test_type": "FWE", "exercise": "FWE", "question_number": "1A", "section_title": "Field work: observation and recording of field data", "marks": null, "question": "Field work: observation and recording of field data", "source_pdf": "2014iGeo_FWE_questions.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_fwe_FWE_task1B", "year": 2014, "test_type": "FWE", "exercise": "FWE", "question_number": "1B", "section_title": "Mapping and analysis of the uses of public space student number: ……………", "marks": null, "question": "Mapping and analysis of the uses of public space student number: ……………", "source_pdf": "2014iGeo_FWE_questions.pdf", "extraction": "pdf_text"} +{"id": "igeo_2014_fwe_FWE_task2", "year": 2014, "test_type": "FWE", "exercise": "FWE", "question_number": "2", "section_title": "Field work exercise: using field data creatively", "marks": null, "question": "Field work exercise: using field data creatively", "source_pdf": "2014iGeo_FWE_questions.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_fwe_FWE-1_Task1_task1", "year": 2015, "test_type": "FWE", "exercise": "FWE-1 Task1", "question_number": "1", "section_title": "1", "marks": null, "question": "1", "source_pdf": "2015iGeo_FWE-1_task1.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_fwe_FWE-1_Task2_task1", "year": 2015, "test_type": "FWE", "exercise": "FWE-1 Task2", "question_number": "1", "section_title": "2", "marks": null, "question": "2", "source_pdf": "2015iGeo_FWE-1_task2.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_fwe_FWE-1_Task3_task1", "year": 2015, "test_type": "FWE", "exercise": "FWE-1 Task3", "question_number": "1", "section_title": "3", "marks": null, "question": "3", "source_pdf": "2015iGeo_FWE-1_task3.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_fwe_FWE-1_Task4_task1", "year": 2015, "test_type": "FWE", "exercise": "FWE-1 Task4", "question_number": "1", "section_title": "4", "marks": null, "question": "4", "source_pdf": "2015iGeo_FWE-1_task4.pdf", "extraction": "pdf_text"} +{"id": "igeo_2015_fwe_FWE-2_task2", "year": 2015, "test_type": "FWE", "exercise": "FWE-2", "question_number": "2", "section_title": "1. Staritsa’s changing zone of influence (maximum 6 marks).", "marks": 6, "question": "1. Staritsa’s changing zone of influence (maximum 6 marks).", "source_pdf": "2015iGeo_FWE-2_task.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_fwe_FWE-1_task1", "year": 2016, "test_type": "FWE", "exercise": "FWE-1", "question_number": "1", "section_title": "Sustainability and liveability – Wangjing Huayuandongqu", "marks": null, "question": "Sustainability and liveability – Wangjing Huayuandongqu", "source_pdf": "2016iGeo_FWE-1test.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_fwe_FWE-1_task2", "year": 2016, "test_type": "FWE", "exercise": "FWE-1", "question_number": "2", "section_title": "Water management – Beixiaohe River [9 marks]", "marks": 9, "question": "Water management – Beixiaohe River [9 marks]", "source_pdf": "2016iGeo_FWE-1test.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_fwe_FWE-1_task3", "year": 2016, "test_type": "FWE", "exercise": "FWE-1", "question_number": "3", "section_title": "Traffic junction and subway station [11 marks]", "marks": 11, "question": "Traffic junction and subway station [11 marks]", "source_pdf": "2016iGeo_FWE-1test.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_fwe_FWE-2_task1", "year": 2016, "test_type": "FWE", "exercise": "FWE-2", "question_number": "1", "section_title": "Sustainability and liveability – Wangjing Huayandongqu", "marks": null, "question": "Sustainability and liveability – Wangjing Huayandongqu", "source_pdf": "2016iGeo_FWE-2test.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_fwe_FWE-2_task2", "year": 2016, "test_type": "FWE", "exercise": "FWE-2", "question_number": "2", "section_title": "Water management – Beixiaohe River", "marks": null, "question": "Water management – Beixiaohe River", "source_pdf": "2016iGeo_FWE-2test.pdf", "extraction": "pdf_text"} +{"id": "igeo_2016_fwe_FWE-2_task3", "year": 2016, "test_type": "FWE", "exercise": "FWE-2", "question_number": "3", "section_title": "Traffic junction and subway station", "marks": null, "question": "Traffic junction and subway station", "source_pdf": "2016iGeo_FWE-2test.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_fwe_FWE-1A_task1A", "year": 2017, "test_type": "FWE", "exercise": "FWE-1A", "question_number": "1A", "section_title": "Student number", "marks": null, "question": "Student number", "source_pdf": "2017iGeo_FWE-1_TASK-1A.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_fwe_FWE-1B_task1B", "year": 2017, "test_type": "FWE", "exercise": "FWE-1B", "question_number": "1B", "section_title": "Student number", "marks": null, "question": "Student number", "source_pdf": "2017iGeo_FWE-1_TASK-1B.pdf", "extraction": "pdf_text"} +{"id": "igeo_2017_fwe_FWE-2_q4", "year": 2017, "test_type": "FWE", "exercise": "FWE-2", "question_number": "4", "marks": null, "question": null, "source_pdf": "2017iGeo_FWE-2.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_fwe_FWE-1A_task1A", "year": 2018, "test_type": "FWE", "exercise": "FWE-1A", "question_number": "1A", "section_title": "Student Number", "marks": null, "question": "Student Number", "source_pdf": "FWE-1A-QUESTION_2018iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_fwe_FWE-1B_task1B", "year": 2018, "test_type": "FWE", "exercise": "FWE-1B", "question_number": "1B", "section_title": "Student Number", "marks": null, "question": "Student Number", "source_pdf": "FWE-1B_QUESTION_2018iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_fwe_FWE-2_task1", "year": 2018, "test_type": "FWE", "exercise": "FWE-2", "question_number": "1", "section_title": "Baie-Saint-Paul", "marks": null, "question": "Baie-Saint-Paul", "source_pdf": "FWE-2_QUESTION_2018iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2018_fwe_FWE-2_task2", "year": 2018, "test_type": "FWE", "exercise": "FWE-2", "question_number": "2", "section_title": "Boisé du Quai – Bay Area", "marks": null, "question": "Boisé du Quai – Bay Area", "source_pdf": "FWE-2_QUESTION_2018iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_fwe_FWE_Task1_task1", "year": 2019, "test_type": "FWE", "exercise": "FWE Task1", "question_number": "1", "section_title": "Student Number", "marks": null, "question": "Student Number", "source_pdf": "FWE_Task1_QP_2019iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_fwe_FWE_Task2_task2", "year": 2019, "test_type": "FWE", "exercise": "FWE Task2", "question_number": "2", "section_title": "Student Number", "marks": null, "question": "Student Number", "source_pdf": "FWE_Task2_QP_2019iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_fwe_FWE_Test_q1", "year": 2019, "test_type": "FWE", "exercise": "FWE Test", "question_number": "1", "marks": null, "question": null, "source_pdf": "FWE_Test_QP_2019iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_fwe_FWE_Test_q2", "year": 2019, "test_type": "FWE", "exercise": "FWE Test", "question_number": "2", "marks": null, "question": null, "source_pdf": "FWE_Test_QP_2019iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_fwe_FWE_Test_q3", "year": 2019, "test_type": "FWE", "exercise": "FWE Test", "question_number": "3", "marks": null, "question": null, "source_pdf": "FWE_Test_QP_2019iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2019_fwe_FWE_Test_q4", "year": 2019, "test_type": "FWE", "exercise": "FWE Test", "question_number": "4", "marks": null, "question": null, "source_pdf": "FWE_Test_QP_2019iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-I_q1", "year": 2021, "test_type": "FWE", "exercise": "FWE-I", "question_number": "1", "marks": null, "question": null, "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-I_q2", "year": 2021, "test_type": "FWE", "exercise": "FWE-I", "question_number": "2", "marks": null, "question": null, "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-I_q3", "year": 2021, "test_type": "FWE", "exercise": "FWE-I", "question_number": "3", "marks": null, "question": null, "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-I_q5", "year": 2021, "test_type": "FWE", "exercise": "FWE-I", "question_number": "5", "marks": null, "question": null, "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-I_q7", "year": 2021, "test_type": "FWE", "exercise": "FWE-I", "question_number": "7", "marks": null, "question": null, "source_pdf": "2021iGeo_FWE-I-Tasks.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-II_task2", "year": 2021, "test_type": "FWE", "exercise": "FWE-II", "question_number": "2", "section_title": "1 - Calculate the population density of sites near Ataturk urban forest", "marks": null, "question": "1 - Calculate the population density of sites near Ataturk urban forest", "source_pdf": "2021iGeo_FWE_II-Tasks-and-resources.pdf", "extraction": "pdf_text"} +{"id": "igeo_2021_fwe_FWE-II_taskC", "year": 2021, "test_type": "FWE", "exercise": "FWE-II", "question_number": "C", "section_title": "ontinues on next slide.", "marks": null, "question": "ontinues on next slide.", "source_pdf": "2021iGeo_FWE_II-Tasks-and-resources.pdf", "extraction": "pdf_text"} +{"id": "igeo_2022_fwe_FWE-1", "year": 2022, "test_type": "FWE", "exercise": "FWE-1", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\n18thInternationalGeographyOlympiadParis,France 12th-18thJuly2022FieldworkExercisePartI Tasks\n\n===== PAGE 2 =====\nDeariGEOparticipant,BeforestartingyourvirtualtripoftheLower RiverSeine,pleasereadtheseguidelines.1.YouhavetheprintedmapoftheFWE-Iarea.Usethismaptoorientateyourself.2.Thesequenceofmovingfromonetask toanotherisinnumericorder:Task 1(Start)→Task2→Task 3→Task4→Task5→(Finish).3.Youmaymove fromonetasktoanotherandreturntoprevious tasksifyouwish.4.Foreachtask youwillgetactivitiesyouneedtocomplete.5.ForFWE-Iyoucangainamaximumof15marks.6.Youaretodecideforhowlongyouwillbe“staying”ateachtask.7.AnswersshouldbewritteninEnglishontheResponseSheet.Foranswersuseadarkblueorblack pen.DonotforgettowriteyourparticipantcodeintheupperrightcornerofallpagesoftheResponse Sheet.8.Thispr", "source_pdf": "2022iGeo_FWE-1_Tasks-and-Resources.pdf", "extraction": "file_unit"} +{"id": "igeo_2022_fwe_FWE-2_task2", "year": 2022, "test_type": "FWE", "exercise": "FWE-2", "question_number": "2", "section_title": "1", "marks": null, "question": "1", "source_pdf": "2022iGeo_FWE-2_Tasks-and-Resources.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_fwe_FWE-2_task2", "year": 2023, "test_type": "FWE", "exercise": "FWE-2", "question_number": "2", "section_title": "Analysis Session", "marks": null, "question": "Analysis Session", "source_pdf": "2023iGeo_FWE-2.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_fwe_FWE-2_taskG", "year": 2023, "test_type": "FWE", "exercise": "FWE-2", "question_number": "G", "section_title": "uideline", "marks": null, "question": "uideline", "source_pdf": "2023iGeo_FWE-2.pdf", "extraction": "pdf_text"} +{"id": "igeo_2023_fwe_FWE_Intro", "year": 2023, "test_type": "FWE", "exercise": "FWE Intro", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\nIntroduction to\nField Work Exercise\nBandung, 9 August 2023\n\n===== PAGE 2 =====\nEven though its 'small', Bandung is one of the largest and most \nwell developed cities in Indonesia\nHas a population density of...\n14,713 per km2\nHas a GDP of... \nU$ 20 Billion\nHas a per capita GDP of...\nU$ 8,160/capita\nHas the...\nFirst HSR in Southern Hemisphere\nHome to...\n2,461,553 People \nFun Facts about Bandung!\n\n===== PAGE 3 =====\nIt's also the nucleus of the Greater Bandung metropolitan area\nGreater Bandung is a metropolitan area in West Java that consist of 5 cities \nand regencies inside the 'bandung basin' which include:\nGreater Bandung\nBandung Acts as the Core!\n• Bandung City\n• Cimahi City\n• Bandung Regency\n• West Bandung Regency\n• Sumedang Regency (partially)\nHas a population dens", "source_pdf": "2023iGeo_FWE_Introduction.pdf", "extraction": "file_unit"} +{"id": "igeo_2024_fwe_FWE-1_taskB", "year": 2024, "test_type": "FWE", "exercise": "FWE-1", "question_number": "B", "section_title": "1 Observe the street. Notice how people use the street pavement and roads, e.g. walking, scooting, c", "marks": null, "question": "1 Observe the street. Notice how people use the street pavement and roads, e.g. walking, scooting, c", "source_pdf": "FWE-1_Student-booklet_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_fwe_FWE-1_taskC", "year": 2024, "test_type": "FWE", "exercise": "FWE-1", "question_number": "C", "section_title": "1 Find a safe position where you can see Maynooth Train Station.", "marks": null, "question": "1 Find a safe position where you can see Maynooth Train Station.", "source_pdf": "FWE-1_Student-booklet_2024iGeo.pdf", "extraction": "pdf_text"} +{"id": "igeo_2024_fwe_FWE-2", "year": 2024, "test_type": "FWE", "exercise": "FWE-2", "question_number": "1", "marks": null, "question": "===== PAGE 1 =====\n 1 \n \n \nIRELAND 2024 \n20th International Geography Olympiad \n20th August 2024 - Fieldwork Exercise \nAFTERNOON – PROBLEM SOLVING ACTIVITY \n \nBooklet D for Problem Solving Activity (PSA) \nStudent number \nPlease insert your student number: \n2 0 \n \n \n \nGeneral Instructions \nStudents educated in English will have 1 hour 30 minutes to write this test. \nStudents not educated in English will be provided with 20 extra minutes, 1 hour and 50 minutes. \nRemember to use your maps, information booklet and work from this morning. \n \nMarks \nThe examiners will complete this table, please leave blank: \n \n \n \nQuestion Mark \nActivity PSA1 / 8 \nActivity PSA 2 / 4 \nActivity PSA3 / 8 \nActivity PSA4 / 14 \nActivity PSA4 / 6 \n1, 2 / 12 \n3, 4, 5 / 28 \nTotal for PSA / 40 \n\n===== PAGE 2 ====", "source_pdf": "FWE-2_Student-booklet_2024iGeo.pdf", "extraction": "file_unit"} +{"id": "igeo_2025_fwe_FWE-1_task1", "year": 2025, "test_type": "FWE", "exercise": "FWE-1", "question_number": "1", "section_title": "Observe and Sketch the Image (10 marks).", "marks": 10, "question": "Observe and Sketch the Image (10 marks).", "source_pdf": "2025-FWE-Student-Booklet-1.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_fwe_FWE-1_task2", "year": 2025, "test_type": "FWE", "exercise": "FWE-1", "question_number": "2", "section_title": "Observe and Collect Data on Human Activities and Vegetation (20 marks).", "marks": 20, "question": "Observe and Collect Data on Human Activities and Vegetation (20 marks).", "source_pdf": "2025-FWE-Student-Booklet-1.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_fwe_FWE-1_taskM", "year": 2025, "test_type": "FWE", "exercise": "FWE-1", "question_number": "M", "section_title": "anagement: The survey and data collection will be conducted along two", "marks": null, "question": "anagement: The survey and data collection will be conducted along two", "source_pdf": "2025-FWE-Student-Booklet-1.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_fwe_FWE-2_task1", "year": 2025, "test_type": "FWE", "exercise": "FWE-2", "question_number": "1", "section_title": "Numerical, Graphical, and Geographical skills (16 marks)", "marks": 16, "question": "Numerical, Graphical, and Geographical skills (16 marks)", "source_pdf": "2025-FWE-Student-Booklet-2.pdf", "extraction": "pdf_text"} +{"id": "igeo_2025_fwe_FWE-2_task2", "year": 2025, "test_type": "FWE", "exercise": "FWE-2", "question_number": "2", "section_title": "Mapping, Interpretation and Analysis of Observational Data", "marks": null, "question": "Mapping, Interpretation and Analysis of Observational Data", "source_pdf": "2025-FWE-Student-Booklet-2.pdf", "extraction": "pdf_text"} +{"id": "igeo_mmt_sample_q01", "year": null, "test_type": "MMT", "question_number": "1", "marks": 1, "question": "Q 01 In which country were the following photographs taken?\nA\nB\nC\nD\nNew Caledonia\nPapua New \nGuinea\nSamoa\nFiji\nSources: https://www.goway.com/destinations/south-pacific/papua-new-\nguinea/cruise\nhttps://www.mappr.co/capital-cities/papua-new-guinea/\nhttps://www.wendyperrin.com/destination/insiders-guide-papua-new-guinea/\nhttps://www.skyscanner.net/hotels/papua-new-guinea/port-moresby-\nhotels/lamana-hotel/ht-124322076\nhttps://birdsoftheworld.org/bow/species/rbopar1/cur/introduction?media=photo\ns\n\n===== PAGE 5 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q02", "year": null, "test_type": "MMT", "question_number": "2", "marks": 1, "question": "Q 02 What natural process is most likely responsible for the landscape \ntransformation observed in the satellite images?\nA\nB\nAn effusive eruption \nfrom a fissure\nAn oil spill from a \nruptured pipeline\nC The expansion of a \nwildfire\nD The sudden land \ncollapse by melting \npermafrost\nIntensionally blanked\nSource: https://science.nasa.gov/earth/earth-observatory/fresh-flows-spread-across-iceland-152631/\n\n===== PAGE 6 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q03", "year": null, "test_type": "MMT", "question_number": "3", "marks": 1, "question": "Q 03 Referring to the planetary boundaries diagrams, which of the following statements best \ndescribes the status of the “biosphere integrity” (biodiversity loss) boundary in 2023?\nA It has been exceeded, suggesting \nunsustainable rates of species extinction.\nB It is approaching the boundary but remains \nwithin the safe zone.\nC It is currently within the safe operating space, \nwith minimal risk.\nD It is not yet defined within the planetary \nboundaries framework.\nSource: https://www.stockholmresilience.org/news--events/doing-business-within-planetary-boundaries/chapter-1-a-planet-under-pressure.html\n\n===== PAGE 7 =====\n. .\n.X\n. .\n.X\nStrategies of \nethnocultural groups", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q04", "year": null, "test_type": "MMT", "question_number": "4", "marks": 1, "question": "Q 04\nA Assimilation and Melting pot\nB Integration and Multiculturalism\nC Marginalisation and Exclusion\nD Separation and Segregation\nWhich approaches are most likely for place X as shown in the diagram?\nIssue 1: Maintenance of heritage cultural identity \nIssue 2: \nRelations \nsought \namong \ngroups \nStrategies of \nlarger society\n+\n+\n-\n-\n+\n+- -\n-\nSource: https://doi.org/10.1037/10472-004\n\n===== PAGE 8 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q05", "year": null, "test_type": "MMT", "question_number": "5", "marks": 1, "question": "Q 05 What does the following graph represent?\nA\nB\nC\nD Vehicle production\nImmigrant population\nNuclear power \ngeneration\nGross domestic product\nSource: https://commons.wikimedia.org/wiki/File:Nuclear_power_generation_in_different_countries.svg\n\n===== PAGE 9 =====\nBased on the schematic, which environmental concern would most \nlikely be associated with the desalination process shown?", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q06", "year": null, "test_type": "MMT", "question_number": "6", "marks": 1, "question": "Q 06\nA The reduction of \nunderground freshwater \nrecharge due to changes in \nland use\nB\nC\nD\nThe release of concentrated \nbrine into the sea, \npotentially harming marine \nlife\nThe competition between \nvegetation and \ninfrastructure for freshwater \nallocation\nThe increased likelihood of \nlocalised flooding from \nsurface water \nmismanagement\nSource: https://www.istockphoto.com/vector/desalination-plant-desalt-saline-water-gm690645396-127312293 \n\n===== PAGE 10 =====\nWhat might be a long-term consequence if the Gulf of Maine continues \nwarming at the current rate?", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q07", "year": null, "test_type": "MMT", "question_number": "7", "marks": 1, "question": "Q 07\nA Ocean temperatures \nworldwide will increase at \na similar pace\nB\nC\nD\nRegional climate patterns \nin the Gulf will become \nmore predictable\nMarine species could \nmigrate to cooler ocean \nregions\nThe rising temperature \ntrend will stop without \nhuman intervention\nUnited \nStates\nSources: \nhttps://www.neaq.org/exhibit/gulf-of-maine/\nhttps://gmri.org/stories/2024-gulf-of-maine-warming-update/\n\n===== PAGE 11 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q08", "year": null, "test_type": "MMT", "question_number": "8", "marks": 1, "question": "Q 08 What pattern does this diagram represent?\nA Cultural Diffusion\nB Flow of Labour\nC Spread of Diseases\nD Urbanisation\ndirectionality\ninitial location\nSource: \nhttps://thebritishgeographer.weebly.com/the-\nspread-of-disease-and-its-management.html\n\n===== PAGE 12 =====\nIn which of the following scenarios would this urban model be most \neffectively used to explain urban spatial patterns?\nAnalysing residential zones in \nGlobal North cities with \ndecentralised business hubs\nDescribing factory-based city \ngrowth in the early 20th-century \nindustrial era\nExamining informal settlements in \nperi-urban megacity zones\nInterpreting migration-driven city \nstructures in the Global South since \n2010", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q09", "year": null, "test_type": "MMT", "question_number": "9", "marks": 1, "question": "Q 09\nA\nB\nC\nD\nSource: https://taylorgeoitalyisawesome.wordpress.com/2015/05/10/urban-model-multiple-nuclei/\n\n===== PAGE 13 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q10", "year": null, "test_type": "MMT", "question_number": "10", "marks": 1, "question": "Q 10 Which point on the map is most likely to be represented by the national population \npyramid shown? \nSources: https://commons.wikimedia.org/wiki/File:South_Africa_Population_Pyramid_2011_estimates.png\nhttps://www.istockphoto.com/vector/world-map-illustration-gm1311340325-400470881\n\n===== PAGE 14 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q11", "year": null, "test_type": "MMT", "question_number": "11", "marks": 1, "question": "Q 11 This map represents observed and predicted growth in Nairobi between \n1986 and 2023. What urban challenge best explains the widespread and \nfragmented growth pattern?\nA The expansion of high-rise \nresidential developments\nB\nThe improved public \nhealthcare and service \ndelivery\nC\nThe growth of informal and \nunplanned settlements\nD\nThe increase in affordable \nhousing supply by the \ngovernment\n Source: https://www.researchgate.net/figure/Urban-growth-simulation-in-Nairobi-in-scenario-two-\n2030_fig9_260420063\n\n===== PAGE 15 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q12", "year": null, "test_type": "MMT", "question_number": "12", "marks": 1, "question": "Q 12 How does the rail network shown on the map contribute to Argentina’s \neconomic geography?\nIt facilitates export of \nagricultural products from \ninland regions\nIt improves access between \nrural communities and cities\nIt links large car production \nsites directly to overseas \nmarkets\nIt reduces trade dependence on \nArgentina’s landlocked \nneighbours.\nA\nB\nC\nD\nCity of Buenos \nAiresSubway\nSubway U/C\nLight Rail\nNational rails\nSource: https://www.liberallandscape.org/2019/04/15/pedestrian-priority-in-buenos-aires/\n\n===== PAGE 16 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q13", "year": null, "test_type": "MMT", "question_number": "13", "marks": 1, "question": "Q 13 Which geographic characteristic best explains the distribution of the \nworld’s major wheat-producing areas as shown on the map?\nA Broad flatlands that \nsupport large-scale \nfarming\nB\nC\nD\nClose distance to \ninternational trade \nports\nHigh population \ndensities and urban \ncentres\nMountainous terrain \nthat conserves soil \nnutrients\nSource: https://link.springer.com/chapter/10.1007/978-3-030-90673-3_4\n\n===== PAGE 17 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q14", "year": null, "test_type": "MMT", "question_number": "14", "marks": 1, "question": "Q 14 What urban issue is clearly illustrated by the spatial contrast shown in the \naerial image?\nA\nClear enforcement of urban green \nbelt zoning policies\nB\nDeepening economic inequality \nand spatial segregation\nC\nEffective launch of smart city \ndevelopment strategies\nD\nSlowing rates of rural-to-urban \nmigration\nSource: \nhttps://www.scmp.com/magazines/style/n\news-trends/article/2160208/drone-\nimages-india-south-africa-offer-birds-eye-\nview\n\n===== PAGE 18 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q15", "year": null, "test_type": "MMT", "question_number": "15", "marks": 1, "question": "Q 15\nA Both images show breccia rocks, indicating earthquake activity. \nB\nC\nD\nWhich statement is true about these images from Mars and Earth?\nBoth images show conglomerate rocks, indicating an abundance of liquid. \nBoth images show granite rocks, indicating volcanic activity. \nBoth images show slate rocks, indicating contact metamorphism.\nSource: https://science.nasa.gov/resource/rock-outcrops-on-mars-and-earth/\n\n===== PAGE 19 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q16", "year": null, "test_type": "MMT", "question_number": "16", "marks": 1, "question": "Q 16 The following diagram shows the global distribution of a landform. What is \nthe specific type of landform?\nA\nB\nC\nD Yardangs\nFjords\nNunataks\nDrumlins\nSource: https://www.researchgate.net/figure/Global-distribution-of-fjords_fig1_339626378\n\n===== PAGE 20 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q17", "year": null, "test_type": "MMT", "question_number": "17", "marks": 1, "question": "Q 17 What environmental factor likely influenced the site selection for this solar \nproject?\nArid climate allows \nconsistent energy output\nMountainous site for wind \nenergy potential\nRemote site to avoid town \nconflicts\nRocky ground supports \nlarge structures\nA\nB\nC\nD\nSource: http://en.sasac.gov.cn/2019/01/31/c_813.htm\n\n===== PAGE 21 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q18", "year": null, "test_type": "MMT", "question_number": "18", "marks": 1, "question": "Q 18 Which of the following spaces best fulfils Oldenburg’s definition of a \n“Third place”?\nA A shared workspace that requires \nregistration to access\nB\nC\nD\nA community café where people \nfrom different walks of life gather \nspontaneously\nA residential garden courtyard \nshared by tenants, especially \nfamilies\nA university study zone designed \nfor focused, individual work and \nquietude.\nSource: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3056754&ref=dsebastien.net\n\n===== PAGE 22 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q19", "year": null, "test_type": "MMT", "question_number": "19", "marks": 1, "question": "Q 19 To which number does the mass movement depicted correspond?\nA\nB\nC\nDGreater integration of outlying cities into \na balanced urban network\nStabilisation of growth in the dominant city \ndue to decentralisation pressures\nThe map shows an urban system where one city dominates in size relative \nto others. Based on this spatial pattern, if current growth trends continue, \nwhich economic effect is most likely to occur?\nIncreased innovation in smaller cities as they \ncompete for investment\nAmplification of regional inequality due \nto uneven capital and labour flows\nSource: \nhttps://commons.wikimedia.org/w\niki/File:Proportional_circle_Turke\ny_city_town_population_map_20\n12.png\n\n===== PAGE 23 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q20", "year": null, "test_type": "MMT", "question_number": "20", "marks": 1, "question": "Q 20 What geographic topic is referred to in this song?\nA\nB\nC\nD Volcanic activity\nMass movement\nPlate tectonics\nErosion\nSource: https://www.youtube.com/watch?v=4xwGO2Qkwww\n\n===== PAGE 24 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q21", "year": null, "test_type": "MMT", "question_number": "21", "marks": 1, "question": "Q 21 To which number does the mass movement depicted correspond?\nA\nB\nC\nDCommunity resilience to \ndisrupted spaces\nNegative labelling of conflict zones\nWhich geographical concept best explains the human response to \ndestruction in the image?\nIrregular housing patterns in citiesAdaptive use of transitional \nenvironments\nSource: \nhttps://www.straitstimes.com/world/mid\ndle-east/children-play-in-rubble-of-\ngaza-for-eid-holiday\n\n===== PAGE 25 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q22", "year": null, "test_type": "MMT", "question_number": "22", "marks": 1, "question": "Q 22 What is the barometric pressure at Reykjavik, Iceland?\nA\nB\nC\nD 1028mb\n1007mb\n1021mb\n1000mb\nSource: https://www.surfertoday.com/surfing/how-to-\nread-a-weather-map\n\n===== PAGE 26 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q23", "year": null, "test_type": "MMT", "question_number": "23", "marks": 1, "question": "Q 23 Which statement about the weather and geographical features in this landscape is \nmost likely correct?\nA Advance of a cold front over a downstream part of a river.\nB Advance of a cold front over an upstream part of a river.\nC Advance of a warm front over a downstream part of a river.\nD MaltaAdvance of a warm front over an upstream part of a river.\nSource: https://artofmuseums.com/products/mmoa0007cole\n\n===== PAGE 27 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q24", "year": null, "test_type": "MMT", "question_number": "24", "marks": 1, "question": "Q 24 Which of the options provided explains the cross-cultural process \nrepresented by BLACKPINK’s incorporation of a 19th-century Western \nclassical violin theme into a 21st-century K-pop track?\nA\nB\nC\nDCultural ascendency Cultural hybridisation \nCultural hegemony Cultural appropriation \nNiccolò Paganini \"III. Rondo à La Clochette\"Blackpink Shut Down\nSources: https://www.youtube.com/watch?v=POe9SOEKotk \nhttps://www.whosampled.com/Niccol%C3%B2-Paganini/III.-Rondo-%C3%A0-La-Clochette/\n\n===== PAGE 28 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q25", "year": null, "test_type": "MMT", "question_number": "25", "marks": 1, "question": "Q 25 This NASA satellite image, described as showing “rivers of gold,” is linked \nto human activity in a tropical region. What is the most likely \nenvironmental impact associated with this activity?\nA\nB\nC\nDContamination of waterways due to \nmercury usage in mining.\nIncrease of mangrove area due to extra \nnatural fertilization.\nIncreased glacial melting due to greater \nsolar radiation absorption.\nAccelerated desertification due to \nwind erosion.\nSource: \nhttps://eol.jsc.nasa.gov/Search\nPhotos/photo.pl?mission=ISS0\n64&roll=E&frame=16203\n\n===== PAGE 29 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q26", "year": null, "test_type": "MMT", "question_number": "26", "marks": 1, "question": "Q 26 The graphs illustrate changes in water levels at three sites over a 24-hour \nperiod. What do these graphs portray?\nA\nB\nC\nDFluctuations in water surface \nlevels due to thermal expansion\nTidal height patterns across \ndifferent coastal areas \nVariations in sea surface \ntemperature across regions\nDaily flood peaks during the \nmonsoon season\nSemidiurnal Mixed Semidiurnal Diurnal\nTime (hrs) Time (hrs) Time (hrs)\nSource: https://www.algebralab.org/practice/practice.aspx?file=Reading_Tides.xml\n\n===== PAGE 30 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q27", "year": null, "test_type": "MMT", "question_number": "27", "marks": 1, "question": "Q 27 What does the following map represent? \nA % of electricity generation \nfrom renewable sources\nB % of people speaking local \ndialects \nC % of households with \ninternet access\nD % of population living in \nurban areas\nSource: https://www.geocurrents.info/blog/2012/07/04/mapping-renewable-electricity-generation/\n\n===== PAGE 31 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q28", "year": null, "test_type": "MMT", "question_number": "28", "marks": 1, "question": "Q 28 Based on the image, which option describes the time of day and season \nfor New Zealand?\nA\nB\nC\nD Winter morning\nSummer morning\nWinter afternoon\nSummer afternoon\nSource: https://science.nasa.gov/earth/earth-\nobservatory/how-on-earth-was-this-image-made/ \n\n===== PAGE 32 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q29", "year": null, "test_type": "MMT", "question_number": "29", "marks": 1, "question": "Q 29 Based on the geological features and labelled structures on the map, \nwhich of the following volcano classifications best describes Santorini?\nA\nB\nC\nD Stratovolcano\nLava Plateau\nShield Volcano\nCinder Cone\nSource: https://www.researchgate.net/figure/A-\nSeismotectonic-map-for-the-region-of-Southern-Aegean-\nB-Active-faults-of-the_fig1_270293778\n\n===== PAGE 33 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q30", "year": null, "test_type": "MMT", "question_number": "30", "marks": 1, "question": "Q 30 What do the images suggest about the impact of global efforts to address \nozone depletion?\nA\nB\nC\nD Recovery started right after \n1980s agreements.\nOzone levels stayed constant \nwith little change.\nOzone kept thinning with no \nsigns of recovery.\nOzone loss slowed after 2000, \nshowing policy impact.\nTotal ozon (Dobson units)\nSource: https://science.nasa.gov/earth/earth-observatory/watching-the-ozone-hole-before-and-after-the-montreal-protocol-79198/\n\n===== PAGE 34 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q31", "year": null, "test_type": "MMT", "question_number": "31", "marks": 1, "question": "Q 31 What thematic information is represented by the patterns and regional \ngroupings on this map of Europe?\nA\nB\nC\nD Vegetation types shaped by \nclimate and land use\nClimate zones defined by \ntemperature and precipitation\nSoil types based on \ncomposition and regional \ngeography\nAreas of different seismic risk \nacross Europe\nSource: https://www.zrss.si/wp-content/uploads/2023/07/SS_drzavna-stopnja_pola-1.pdf\n\n===== PAGE 35 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q32", "year": null, "test_type": "MMT", "question_number": "32", "marks": 1, "question": "Q 32 Which of the following is NOT an outcome of gentrification affecting the urban poor?\nA New middle-class residents will make \ndaily goods and services less affordable \nfor poorer residents.\nB Higher income newcomers raise rental \ncosts, displacing original residents.\nC More businesses boost the local economy \nand improve employment opportunities.\nD Upscale food establishments increase \nfood variety and accessibility for the \nurban poor.\nSource: https://truthout.org/art/summer-refreshment-gentrification/\n\n===== PAGE 36 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q33", "year": null, "test_type": "MMT", "question_number": "33", "marks": 1, "question": "Q 33 The map shows the fertility rate in 2023. Which of the following \nconclusions is supported by the map?\nA\nB\nC\nDMost countries in Europe have fertility \nrates below the replacement level.\nGlobally, the majority of countries have \nfertility rates under 4 births per woman.\nThe highest fertility rates are concentrated \nin Sub-Saharan Africa. \nMost Asian countries have fertility rates \nbetween 2 and 4 births per woman.\nSource: https://ourworldindata.org/fertility-rate\n\n===== PAGE 37 =====\nC", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q34", "year": null, "test_type": "MMT", "question_number": "34", "marks": 1, "question": "Q 34 Which satellite image is illustrated with the correct weather symbols? ​\nL\nH\n H\nL\nA B\nD\nSource: \nhttps://www.severe-\nweather.eu/global-\nweather/wet-cold-\naustralian-winter-\ndefying-el-nino-alert-\nofficial-winter-weather-\nforecast-bh/\n\n===== PAGE 38 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q35", "year": null, "test_type": "MMT", "question_number": "35", "marks": 1, "question": "Q 35 What type of resource is shown on the map provided?\nA\nB\nC\nD Speculative \nresource\nProven resource\nRenewable resource\nConditional \nresource\nSource: \nhttps://www.researchgate.net/figure/Map-\nshowing-the-AUs-of-the-CARA-is-color-coded-\nfor-mean-estimated-undiscovered-oil-\nOnly_fig3_26249371\n\n===== PAGE 39 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q36", "year": null, "test_type": "MMT", "question_number": "36", "marks": 1, "question": "Q 36 Based on the Global Growth Forecasts for 2024, which general statement \nabout regional economic projections is most accurate?\nA\nB\nC\nD South American economies \nare expected to universally \noutperform other continents.\nMany established European \neconomies are forecast to \nexperience relatively modest \ngrowth\nNorth American nations are \nlargely anticipating significant \neconomic expansion\nEconomies in the Asian \ncontinent are projected for \nuniformly high growth\nSource: https://www.visualcapitalist.com/gdp-growth-forecasts-by-country-in-2024/\n\n===== PAGE 40 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q37", "year": null, "test_type": "MMT", "question_number": "37", "marks": 1, "question": "Q 37 Which of the following options best explains the \"decoupling\" \nphenomenon illustrated in the graph?\nA\nB\nC\nD Urbanization reduced \nagricultural land\nImproved data tracking \nsupported more efficient \nland use.\nDietary shifts reduced land-\nintensive product demand\nTechnological advances \nimproved crop yields\nSource: https://ourworldindata.org/peak-agriculture-land?utm_campaign=mb&utm_medium=newsletter&utm_source=chatgpt.com\n\n===== PAGE 41 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q38", "year": null, "test_type": "MMT", "question_number": "38", "marks": 1, "question": "Q 38 What central tension regarding tourism does the cartoon highlight?\nA\nB\nC\nD The differing expectations tourists \nand locals have regarding the pace \nand style of daily life in popular \ndestinations.\nThe challenges cities face in \nmanaging large tourist populations \nversus the need for urban \ndevelopment. \nThe struggle between tourists' \npursuit of perceived realism and \nlocal residents' experience of \ndisruption.\nThe conflict between tourist \ndemands for digital content versus \nlocal desires for economic growth. \nSource: https://www.pagina21.eu/emanuele-del-rosso-24/libex/\n\n===== PAGE 42 =====\nA 1 and 2\nB 1 and 3\nC 2 and 4\nD 3 and 4\n1 2\n3", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q39", "year": null, "test_type": "MMT", "question_number": "39", "marks": 1, "question": "Q 39 To engage the local community, a Geopark organized a geological dessert \nbake-off. \nWhich of these four culinary geological features relate to divergent plate \nmovement? \nSources: \nhttps://www.flickr.com/photos/geolsoc/139571\n11120/in/set-72157644551255832\nhttps://blog.geolsoc.org.uk/2018/07/06/plate-\ntectonic-stories-competition-the-\nresults/hannah-moss-davies/\nhttps://blog.geolsoc.org.uk/2017/06/16/the-\n2017-great-geobakeoff-the-results/\nhttps://www.reddit.com/r/geology/comments/1h\n6qbb7/transform_fault_cake/\n4\n\n===== PAGE 43 =====", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} +{"id": "igeo_mmt_sample_q40", "year": null, "test_type": "MMT", "question_number": "40", "marks": 1, "question": "Q 40\nA\nB\nC\nD\nBelgian Remco Evenepoel won the Olympic cycling road race at the 2024 Paris \nOlympics. Where is the camera located?\nA B\nC\nD\nSources: https://www.etsy.com/no-\nen/listing/79747098/map-champ-de-mars-\nfrance-french-paris\nhttps://www.youtube.com/watch?v=H6Om072d\nfbU\n\n===== PAGE 44 =====\n• You have reached the last slide of the Multimedia \nTest.\n• Click on the arrow (↑ ←) to go back to the previous \npage(s) if you want to check your answers.\n• For fast navigation:\nClick here to go back to question 1\nClick here to go back to question 10\nClick here to go back to question 20\nClick here to go back to question 30\n• Wait silently until the time is over. \nDO NOT CLICK ON THE ESCAPE BUTTON, AS \nTHAT ENDS THE PRESENTATION.\nThe last slide", "source_pdf": "MMT-Sample-Questions.pdf", "extraction": "pdf_text", "format": "multiple_choice"} diff --git a/benchmark/iGeo/summary.json b/benchmark/iGeo/summary.json new file mode 100644 index 0000000000000000000000000000000000000000..0adfaf8afe7d26dafa0d924079270c5517c1b546 --- /dev/null +++ b/benchmark/iGeo/summary.json @@ -0,0 +1,249 @@ +{ + "dataset": "iGeo", + "full_name": "International Geography Olympiad", + "source": "https://geoolympiad.org/document-library/", + "grading": "RULE (keyed short answers) + RUBRIC (open fieldwork / extended response)", + "totals": { + "WRT": 505, + "FWE": 55, + "MMT": 40, + "all": 600 + }, + "coverage": { + "WRT_years": [ + 1996, + 2006, + 2008, + 2010, + 2012, + 2013, + 2014, + 2015, + 2016, + 2017, + 2018, + 2019, + 2021, + 2022, + 2023, + 2024, + 2025 + ], + "FWE_years": [ + 1996, + 2002, + 2006, + 2008, + 2010, + 2013, + 2014, + 2015, + 2016, + 2017, + 2018, + 2019, + 2021, + 2022, + 2023, + 2024, + 2025 + ], + "MMT": "sample only" + }, + "notes": [ + "Counts are scored response units (numbered WRT items / lettered parts, FWE tasks, MMT MCQs).", + "PDF sources remain in this folder; this JSON is the structured index.", + "Some older/scanned PDFs have partial text extraction; question text may be null." + ], + "wrt_by_year": [ + { + "year": 1996, + "host": "The Hague, Netherlands", + "sections": 1, + "max_marks": 100, + "question_count": 4 + }, + { + "year": 2006, + "host": "Brisbane, Australia", + "sections": 11, + "max_marks": 90, + "question_count": 41 + }, + { + "year": 2008, + "host": "Carthage, Tunisia", + "sections": 7, + "max_marks": 80, + "question_count": 40 + }, + { + "year": 2010, + "host": "Taipei, Taiwan", + "sections": 6, + "max_marks": 80, + "question_count": 35 + }, + { + "year": 2012, + "host": "Cologne, Germany", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2013, + "host": "Kyoto, Japan", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2014, + "host": "Kraków, Poland", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2015, + "host": "Tver, Russia", + "sections": 6, + "max_marks": 90, + "question_count": 36 + }, + { + "year": 2016, + "host": "Beijing, China", + "sections": 6, + "max_marks": 90, + "question_count": 34 + }, + { + "year": 2017, + "host": "Belgrade, Serbia", + "sections": 6, + "max_marks": 90, + "question_count": 28 + }, + { + "year": 2018, + "host": "Québec, Canada", + "sections": 6, + "max_marks": 90, + "question_count": 31 + }, + { + "year": 2019, + "host": "Hong Kong, China", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2021, + "host": "Istanbul, Turkey", + "sections": 5, + "max_marks": 75, + "question_count": 25 + }, + { + "year": 2022, + "host": "Paris, France", + "sections": 5, + "max_marks": 75, + "question_count": 23 + }, + { + "year": 2023, + "host": "Bandung, Indonesia", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2024, + "host": "Dublin, Ireland", + "sections": 6, + "max_marks": 90, + "question_count": 30 + }, + { + "year": 2025, + "host": "Bangkok, Thailand", + "sections": 6, + "max_marks": 90, + "question_count": 28 + } + ], + "fwe_by_year": [ + { + "year": 1996, + "question_count": 1 + }, + { + "year": 2002, + "question_count": 2 + }, + { + "year": 2006, + "question_count": 1 + }, + { + "year": 2008, + "question_count": 1 + }, + { + "year": 2010, + "question_count": 2 + }, + { + "year": 2013, + "question_count": 1 + }, + { + "year": 2014, + "question_count": 3 + }, + { + "year": 2015, + "question_count": 5 + }, + { + "year": 2016, + "question_count": 6 + }, + { + "year": 2017, + "question_count": 3 + }, + { + "year": 2018, + "question_count": 4 + }, + { + "year": 2019, + "question_count": 6 + }, + { + "year": 2021, + "question_count": 7 + }, + { + "year": 2022, + "question_count": 2 + }, + { + "year": 2023, + "question_count": 3 + }, + { + "year": 2024, + "question_count": 3 + }, + { + "year": 2025, + "question_count": 5 + } + ] +} \ No newline at end of file