International Geography Olympiad

Guidelines for the Tests

These guidelines are issued to enable both the organisers, and the team leaders and participants to
properly prepare for Olympiads.

The topics/themes from which the questions in the Written Response Test and Multi Media Test of
iGeo will be chosen are:

1. climate & climate change

2. hazards & hazard management
3. resources & resource management
4. environmental geography & sustainable development
5. landforms, landscapes & land use
6. agricultural geography & food problems
7. population & population change
8. economic geography & globalisation
9. development geography & spatial inequality
10. urban geography, urban renewal & urban planning
11. tourism & tourism management
12. cultural geography & regional identities

Required skills:
13. map skills
14. inquiry skills
15. graphicacy skills (read, analyse and interpret images, photos, statistics, graphs)

Examples of previous tests are available on the iGeo website under the relevant past iGeo.

The Written Response Test:

$ consists of 6 topics (about 20 - 25 min. per topic):

about issues that are geographically and socially relevant;
that require topical and applied geographical knowledge and geographical skills;
and deal with physical and human geography, preferably integrated

$ each topic has several resource materials such as maps, photos, graphs, statistics

$ each topic consists of several questions:

they are based on the resource materials; they range in length from short answer to paragraph
length; they may involve completion of a matrix or a table; they may involve the manipulation
of data (eg from tabular to graphic form)

$ the choice of the 6 topics from the list of 12 is made by the committee that designs the test

$ there is a balance between physical and human geography in the test

We expect the participants to show they can apply their knowledge in concrete regional contexts
and use geographical skills; we do not intend to test only the theoretical geographical knowledge of
participants about the topic. The contexts can be presented by maps, figures and graphs.
The Multi Media Test consists of:

$ 40 items (about 1 - 2 min. per item, depending on complexity of source material)

about issues that are geographically and socially relevant;
that require topical and applied geographical knowledge and geographical skills;
and deal with physical and human geography, either separately or integrated

$ each item consists of a map and/or digital photo, film or graph and a short question

$ the question is a multiple-choice question with 4 options

$ the test will cover all 12 topics from the list

$ there is a balance between physical and human geography in the test.

For the Multi Media Test we are looking for questions that require basic geographical thinking skills,
where the contestants analyse information in maps, diagrams or photographs. Thus, the Multi
Media Test is not intended to test the ability of the contestants to reproduce geographical facts but
to test their skills in geographical analysis.

Another reason to stress skills instead of knowledge, is the fact that the geography curricula in the
participating countries vary considerably. Therefore testing geographical skills that form the core of
practically every curriculum is more appropriate than asking questions about isolated geographical
facts.

The ideal is to have a computer-based Multi Media Test so that all participants can manage their
own time during the test. If that is not possible at a particular Olympiad we will project the questions
on a big screen as well as provide all participants with a copy of the test questions.

The Fieldwork Exercise consists of:

1. Observation and mapping

2. Analysis of spatial issue in fieldwork area including additional data gathering
3. Problem-solving exercise leading to a proposal including a spatial plan or map

Step 1: a mapping exercise of (a part of) the fieldwork area: Skills that are required during the
mapping exercise are:

1. observe
2. name the observed phenomena
3. locate the phenomena on the map
4. use appropriate graphic symbols
5. describe the phenomena in the map key, use scale and orientation

Students could for instance be provided with a base map and asked to add information to it using
appropriate cartographic skills.

Step 2: in the fieldwork area there is a (real or hypothetical) spatial problem that will be presented
to the participants. The case relates to physical and/or environmental planning. The case/problem
will be introduced and documented to the participants as well as the procedures and conditions for
working on the problem-solving exercise. This can be done in a number of ways: a presentation, a
workshop, short excursions to the fieldwork area (or a similar area), gathering additional data in the
field, etc.

Step 3: on the basis of the mapping exercise and the analysis of all the information about the case,
the participants have to design a spatial plan (map) that tackles the problem presented, and give an
explanation of the choices made. The explanation needs to show that the participant has
understood the nature of the problem and made connections between the properties/qualities of
the fieldwork area and the suggested spatial plan. In the explanation the use of graphic material
(diagrams, photos, graphs, statistics) is preferred over lengthy texts. The map (spatial plan) is
mandatory; the choice of the nature of the additional information is up to the participants.

The criteria for marking the final product will be explained to the participants beforehand.

The following products will be marked:

$ the result of the mapping exercise: a map of (a part of) the fieldwork area

$ the result of the problem-solving exercise: it includes a short analysis of the nature of the
problem, objectives of the proposal, visualisation of the proposed solution in the form of a
map or plan, an explanation and underpinning of suggested plan/measures/activities.

Required skills:
1. mapping skills (read, analyse, interpret and produce maps)
2. inquiry and problem solving skills
3. graphicacy skills (read, analyse, interpret and produce images, photos, statistics, graphs)
 Cartography Guidelines for Students at the International Geography Olympiad

These notes provide guidance on cartographic skills that will be useful in the International Geography
Olympiad (iGeo) that runs under the auspices of the International Geographical Union1. The notes are
general, and should not be regarded as your sole source of information on cartographic skills. The
guidelines draw on two sources, Cartography: An Introduction (CAI) and the Diercke International Atlas
(DIA) and page references to these are given below. However, students may instead check the cartographic
topics outlined below in books already available to their leaders, for instance, in textbooks and in the
introductory material of atlases.

If individuals, team leaders or national teams want access to the quoted sources, ordering information is
provided in the References section at the end of the Guidelines. CAI is thematic, in pocket-book format, in
English. It is cheap, can be ordered online, and has a cheap airmail rate for delivery anywhere in the world.
DIA is an international Atlas in English, with more than 30 pages of educational material about maps. The
publisher provided iGeo with multiple copies of DIA in 2013, and these copies were distributed
internationally.

Map types and map grids

You need to be aware of the major types of maps (CAI 15) and be able to distinguish between major types
of maps such as topographical, thematic, analogue maps based on aerial photography or satellite imagery
and cartograms (CAI 33). Maps are two-dimensional representations of the Earth’s curved surface. Issues of
map projection (CAI 24-25, DIA 7) are not generally dealt with in iGeo tests, but you should be aware of the
graphical principles of map grids and the nature of grid references.

Map elements
Maps show the spatial distribution of features using points, lines and polygons (or areas) as shown on CAI
26 and on DIA 17. Points lines and polygons are shown symbolically often with familiar symbols like points
for bus stops, lines showing rivers and the demarcation of areas of native forest.

Map symbols
All symbols used on the map should be explained (CAI 40-43 and DIA 16-17) in your map key. The following
figure follows Jacques Bertin’s (1967) Semiologie Graphique.

1
The iGeo is an international Geography competition developed by the iGeo Task Force http://www.geoolympiad.org/
of the International Geographical Union http://igu-online.org/
 This graphic explains how points, lines and areas
(or polygons) are shown on a map by using
variations in symbol shape, size of a symbol,
different colours of symbols, assigning discrete
values of colours to symbols, using variations in
intensity of a colour in a colour ‘ramp’ (bottom
of CAI 46) or using texture of a symbol to show
different features.

Colour on Maps
There are some ‘conventions’ around the use of colour on maps, as shown on the typical maps of CAI 16-
17, 26 and 37 show. For example, water is generally shown as blue, and vegetated areas are often green.
‘Built up’ urban areas are often pink, brown or grey. The block diagrams on DIA 13 and 15 show the colours
associated with variations in elevation on physical geography maps.

In mapping for the iGeo it is useful to have a few coloured pencils in case you need to use colour shading to
symbolise areas on the maps you make. Point data, where there are many (unnamed) locations shown, are
generally black. Lines of transport are often red, grey or black, and the important consideration is the size
of the symbol; where transport lines are too ‘heavy’, they can dominate the map unintentionally. Colour is
an important part of maps in the iGeo; come to the tests with a few coloured pencils.

Text on maps
In the maps you will make at the iGeo, you will be expected to show the location of important features in
the spaces you are mapping. Write legibly in black, with simple fonts and good judgement of font size; this
is important in your mapping (CAI 48). You will be asked sometimes to ‘annotate’ your map. This means
writing brief descriptive texts on parts of your map that show the distribution of features or activities you
are mapping. For example, you could write “Most secondary infections of foot and mouth disease were
sourced to this location”, “These are the primary routes of access to the market” or “Locations of multiple
fumaroles”. Not all text needs to be written on the map itself; you may use text boxes in space adjacent to
your map graphic and point to where the annotation applies.

Map features and design

The ability to select the features to be mapped is important, alongside the ability to generalise so that too
much detail does not confuse the point of cartographic communication (CAI 22-23). The design needs to
place the title, the map key and scale statement(s) appropriately (CAI 35) in relation to the map figure.
Make the map graphic the focal point of the map, balance your map design by planning to leave no
significant areas of ‘white space’ within the map border (CAI 53).

Map key
Map keys are sometimes called legends (CAI 56 – 57). The key should include all symbols shown on your
map, grouping together symbols of particular classes of the distribution you are mapping. See the figure on
the bottom of CAI 56. You may be asked to provide a ‘descriptive key’; this extends the purpose of the key
to require not just the naming of the symbol shown but also a sentence that relates to the spatial
distribution of the named feature.
Map scale
Map scale is an important concept to understand, from maps of small areas at a scale of 1:1,000 to about
1:10,000, to topographic maps sheets often at scales of 1:50,000, through to national mapping series at
1:6,000,000 for example (DIA 6,7). Ratio statements are explained on CAI 21, along with the type of scale
used most frequently in student maps, the bar scale. Sketch maps often express scale through a statement
like “Scale: 1:5,000 approximately”.

Map conventions
When making maps in the iGEO, you should follow map conventions (CAI 52) where possible. As a guide,
you should include most of the following items in addition to the map graphic.

A clear and descriptive title (see maps of the Tatra Mountains on DIA 12 and 13, for example).
A key that shows and explains all the symbols used on the map (see the map of Stasbourg on DIA 9, for
example)
An orientation symbol, such as a North arrow; particularly important if North is not to the top of the page.
See DIA, panel 2, on page 6.
An acknowledgement of data sources. The date of data collection is often important. The sources of map
information are given on CAI 62-63 and DIA 225.
A scale statement such as a scale bar as shown on CAI 21 and DIA 8.
A border or frame if this is appropriate.
An explanatory statement about the map, if appropriate. See the four notes associated with the maps of
the development of Strasbourg (DIA 10).

Map templates
In the iGeo, map templates are sometimes used to provide you with an indication of the area that you are
asked to map. Generally, they show only key features.

Map support
Maps are often supported by a number of different types of geographical diagrams. You are expected to be
familiar with block diagrams, cross sections, pie charts, bar graphs and histograms, (time) line graphs and
population pyramids. Examples of some of these forms of graphic are illustrated on DIA 25.

References

Darkes, G and Spence, S. (2008) Cartography: An Introduction. The British Cartographical Society, London.
(ISBN 978-0-904482-23-2)
This text is available on order from http://www.cartography.org.uk/default.asp?contentID=989

Michael, T. (2010) Diercke international atlas: geography, history, economics, politics, sciences; for use in
bilingual classes and in English lessons. Westermann, Germany.
(ISBN 978-3-14-100790-9)
Order from http://www.diercke.com/contact.xtp Customer service from olp@schulbuchzentrum-online.de
1. Faced with the increasing effects of climate change and global warming, countries have
accelerated their efforts to mitigate these effects and adapt to new processes through the
implementation of numerous international agreements and protocols. In this context, many
international agreements have been signed since the 1970s and many of them are still in force.
Which of the following is an international agreement aimed at combating climate change by
reducing greenhouse gas emissions?
a) Montreal Protocol
b) Kyoto Protocol
c) Paris Agreement
d) Stockholm Convention
e) Rio Declaration
Answer: c) Paris Agreement

2. There are many predicted processes of climate change, and new ones are added every day.
Which of the following is not a predicted effect of climate change?
a) Increased frequency of extreme weather events
b) Rising sea levels
c) Expansion of polar ice caps
d) Changes in precipitation patterns
e) Disruption of ecosystems and biodiversity loss
Answer: c) Expansion of polar ice caps

3. The phenomenon of slow or rapid mass movement of materials formed by physical

disintegration or chemical decomposition down the slope under the action of gravity is called
mass movement. From this point of view, the destabilisation of the slope is the main cause of
mass movements. For this reason, various human activities on steep slopes are among the most
unfavourable factors for the development of mass movements. Which of the following is not a
type of mass movement hazard?
a) Landslide
b) Avalanche
c) Earthquake
d) Mudflow
e) Rockfall
Answer: c) Earthquake
4. Due to the increasing risk of earthquakes in our country, activities to demolish and rebuild
buildings in order to strengthen them have gradually gained momentum as part of the urban
transformation programme. In this way, urban transformation projects are being carried out
mainly in large cities. What is the common purpose of these urban transformation projects?a)
Encouraging suburban sprawl
b) Displacing low-income residents
c) Rehabilitating deteriorated urban areas
d) Privatizing public spaces
e) Increasing traffic congestion
Answer: c) Rehabilitating deteriorated urban areas

5. Cities are more conducive to sustainable living when they grow according to a plan. In this
respect, every country in the world has zoning laws for planned urban growth. Which of the
following refers specifically to the purpose of zoning laws in urban planning?
a) Promoting mixed land use
b) Encouraging environmental degradation
c) Regulating building heights
d) Supporting equitable distribution of resources
e) Facilitating urban sprawl
Answer: c) Regulating building heights

6. What is the term used for the process of the conversion of natural land into urban, suburban
or industrial areas?a) Urbanization
b) Desertification
c) Deforestation
d) Reforestation
e) Fragmentation
Answer: a) Urbanization
7. Tourism activity is a major contributor to the gross national income of some countries.
However, it is also discussed that tourism activities cause many environmental problems. One
of the solutions proposed is ecotourism. Which of the following issues does ecotourism focus
on?
a) Mass tourism
b) Cultural heritage preservation
c) Sustainable travel practices
d) Luxury accommodations
e) Urban exploration
Answer: c) Sustainable travel practices

8. Accommodation is an important part of tourism activities. There are different types of

accommodation to meet different needs. Which of the following is not a type of tourist
accommodation?
a) Hotel
b) Hostel
c) Airbnb
d) Cruise ship
e) City hall
Answer: e) City hall

9. The concept of carrying capacity is used in different ways for different issues. For example,
the carrying capacity of a vehicle refers to the maximum load that the vehicle can carry, while
biological carrying capacity is the number of individuals that will allow a species to remain in
the environment indefinitely in terms of natural resources.
So, in terms of tourism management, carrying capacity refers to which of the following?
a) The number of tourists a destination can accommodate sustainably
b) The weight limit for luggage on flights
c) The capacity of tour buses
d) The maximum age limit for tourists
e) The number of souvenirs tourists can purchase
Answer: a) The number of tourists a destination can accommodate sustainably
1. Sanayi Devrimi sonrası ortaya çıkan süreçte dünya pek çok çevresel sorunla karşı karşıya
kalmıştır. Bu süreç içinde iki büyük dünya savaşı, küresel ekonomik çöküşler, çevresel
kirlenmenin yanında biyolojik tür kayıplarının da görülmesine neden olmuştur. Biyolojik
çeşitliliği etkileyen pek çok faktör bulunmakla birlikte yaşam alanlarının bozulması tür
kayıpları için en önemli neden olarak görülmektedir.
Buna göre dünya çapında biyoçeşitlilik kaybının başlıca nedeni aşağıdaki seçeneklerden
hangisinde verilmiştir?
a) Endüstriyel kirlilik
b) İklim değişikliği
c) Habitat tahribatı
d) Aşırı nüfus
e) Ormansızlaşma
Cevap: c) Habitat tahribatı

2. Artan nüfus ve değişen iklim koşulları ile birlikte güvenli gıdaya erişimde tarımsal
sürdürülebilirlik en önemli faktörlerden biri haline gelmiştir. Buna göre aşağıdakilerden hangisi
sürdürülebilir tarımın temel özelliklerinden biridir?
a) Kimyasal gübre ve pestisitlerin yoğun kullanımı
b) Monokültür çiftçilik
c) Yüksek su tüketimi
d) Ürün rotasyonu ve tarımsal ormancılık
e) Tarımsal genişleme için ormansızlaşma
Cevap: d) Ürün rotasyonu ve tarımsal ormancılık

3. Değişen iklim koşullarının antropolojik anlamda birçok etkeni bulunmaktadır. Diğer bir ifade
ile pek çok insan faaliyeti atmosferde sera gazı miktarının artmasına neden olmaktadır. Hangi
Antropojenik faaliyetler sera gazı emisyonlarının artmasına katkıda bulunur?
a) Ormansızlaşma
b) Fosil yakıtların yakılması
c) Endüstriyel süreçler
d) Tarım
e) Yukarıdakilerin hepsi
Cevap: e) Yukarıdakilerin hepsi
4. Kasırga ve tayfunların oluşumuna katkıda bulunan ana faktör nedir?
a) Yüksek basınç sistemleri
b) Düşük rüzgar hızları
c) Soğuk okyanus akıntıları
d) Artan okyanus sıcaklıkları
e) Azalan nem oranı
Cevap: d) Artan okyanus sıcaklıkları

5. Yer şekilleri farklı iç ve dış etmenler ve faktörlerle şekillenmektedir. Fiziki Coğrafyanın bir
alt dalı olarak, dünya yüzeyinin şekillerini ve bunların oluşum süreçlerini inceleyen bilim dalı
olan Jeomorfoloji de bu faktörlerle ilgili çalışmaları kapsamaktadır.
Temel yer şekillerinden olan kıyı yer şekilleri de belirli etmen ve süreçlerin etkisi altında
gelişmektedir. Buna göre kıyı şekillerinin oluşumunu etkileyen birincil faktör aşağıdakilerden
hangisidir?
a) Buzul aktivitesi
b) Tektonik levha hareketi
c) Rüzgar ve su ile erozyon
d) Volkanik patlamalar
e) Sismik faaliyet
Cevap: c) Rüzgar ve su ile erozyon

6. Turizm çeşitliliği bir ülkenin tarihi kültürel ve doğal çeşitliliğini de yansıtan unsurlardan
biridir. Ülkemiz de bu açıdan zengin turizm çeşitliliğine sahip durumdadır. Bu turizm
türlerinden bir kısmı daha çok gözlem üzerine dayalı aktiviteleri içermektedir. Ziyaretçiler
yaban hayatını, onları rahatsız etmeden doğal ortamlarında gözlemleme fırsatı
bulabilmektedirler. Bu şekilde ziyaretçilerin yaban hayatını doğal ortamlarında gözlemlemek
için doğal alanlar gerçekleştirdikleri ziyarete ne ad verilmektedir?
a) Macera turizmi
b) Kültür turizmi
c) Yaban hayatı turizmi
d) Kentsel turizm
e) Miras turizmi
Cevap: c) Yaban hayatı turizmi