“ALL-RUSSIAN OLYMPIAD FOR SCHOOLCHILDREN IN GEOGRAPHY 2016–2017 academic year. SCHOOL STAGE. GRADE 9 Task 1 Using the knowledge of geography acquired in previous..."
ALL-RUSSIAN OLYMPIAD FOR SCHOOLCHILDREN
BY GEOGRAPHY 2016–2017 academic year. G.
SCHOOL STAGE. 9TH GRADE
Exercise 1
Using the knowledge of geography acquired in previous years, as well as
atlas maps, determine the common feature of the geographical location of all
five objects collected in each logical chain.
Find the geographic feature that is the black sheep in the chain
(different from others in the group), and explain your choice.
Suggest your continuation of the logical series (give one example of a geographical object that will be true for each chain).
1) Kalahari – Great Western Erg – Tenere – Congo – Namib
2) Barents - Azov - Laptev - Kara - White
3) Mongolia – Finland – USA – China – Norway
4) Ecuador – Kenya – Indonesia – Kiribati – Maldives
5) Chukotka Autonomous Okrug - Kamchatka Territory - Magadan Region - Primorsky Territory - Khabarovsk Territory No. Uniting "White Explanation Continuation of the sign of objects crow" "white crow" logical in a chain along their series without the "white geographical crow"
regulations of the All-Russian Olympiad for schoolchildren in geography 2016–2017 academic year. G.
School tour. Grade 9 Task 2 Using the atlas maps, as well as your knowledge and skills acquired in previous years, identify the numbered gaps in the text. These can be geographical concepts, names, numbers. Names and concepts can be nouns or adjectives. Write your answers on the answer form in any case and number.
The name of the archipelago comes from the Ainu word "kur", which means "man". __(1)__ islands are located between __(2)__ sea and __(3)__ ocean. The islands, like the largest island of Russia __(4)__, are part of the __(5)__ region, they are depicted on its flag. The largest island of the archipelago is __(6)__, and the highest point, with coordinates 51 ° N. w. 156° E. d., - __(7)__ Alaid (height 2339 m) on the island __(8)__, named after the explorer who provided the first detailed information about the islands and peninsula __(9)__ in the 17th century.
The origin of the islands is __(10)__, there are about a hundred __(7)__ here, 39 of them are active. This is an area of __(11)__ folding, as evidenced by frequent __(12)__, causing destructive waves of __(13)__.
Near the eastern underwater slopes there is a narrow deep-sea __(14)__ trench up to __(15)__ m deep. Summer on the islands is cool, despite the fact that the archipelago lies between __(16)__° and __(17)__° N. w.
The islands receive more than __(18)__ mm of precipitation per year. The main occupation of the local residents is __(19)__, since the organic world of the surrounding waters is very rich. The southern islands of the archipelago are claimed by the only empire in the modern world – __(20)__.
– – –
Determine the shape of the relief and fill out the table.
This landform is located on the territory of one of the largest constituent entities of the Russian Federation, on the border of two national entities that ceased to exist in 2007.
We first learned about this territory from the reports of the expedition in 1842–1845. But more detailed information was obtained only in Soviet times, when in the 1920s–1930s. a large industrial center was founded for the extraction and processing of minerals discovered by N.N. Urvantsev.
The name of this landform, translated from indigenous languages, means “mountains without peaks” or “lakes with steep banks.”
And this is no coincidence, since this is a whole complex of high flat-topped massifs, separated by deep and wide stepped river valleys. This relief arose as a result of the uplift of an ancient plateau, formed by the outpouring of a huge mass of lava. Due to the different strength and resistance to weathering of horizontally lying volcanic rocks, the slopes of the formed gorges acquired a pronounced stepped character. Neotectonic movements led to the appearance of giant cracks, which were eventually developed by glaciers, and subsequently occupied by rivers and narrow deep lakes, reminiscent of the Norwegian bays. Now there are more than 25 thousand of them here.
Taken together, they form the second largest surface freshwater reservoir in Russia.
In the north and west, this form of relief breaks off into low-lying plains in sharp ledges up to 300–500 m high, and in the south the border is conventionally drawn along one of the “main” parallels. This proximity explains the severity of the climate. There is snow here for eight to nine months of the year, in winter the temperature can easily drop to 40 °C, and the soil is bound by permafrost. The unique flora and fauna of this territory are preserved by one of the largest protected areas in Russia, which in 2010 received special international status.
– – –
Name of landform Subject of the Federation National entities Industrial center 3 minerals 3 indigenous peoples Deep and wide stepped river valleys Stepped relief of lava plateau Predominant rock 3 large lakes in this territory 2 border low-lying plains Main “parallel” - the southern border of the territory Climate type Special international territory status
– – –
Natural zones of tundra and steppes occupy a significant area on the globe. At a superficial glance, these zones are similar to each other, but in reality there are huge differences between them.
1. Write the main property that allows us to talk about the external similarity of tundras and steppes.
2. Write the key differences between these two natural areas from each other.
3. Both tundra and steppe occupy the largest area in the northern hemisphere:
in Eurasia and North America.
a) Explain why in North America the southern border of the tundra zone drops to 50° N. latitude, and the northern border of the steppe zone rises to almost 55° N. w.
b) Explain why there is no such contrast in Eurasia.
c) Write in which areas of North America the southernmost border of the tundra zone and the northernmost border of the steppe zone are recorded.
d) Write which areas of the Eurasian continent can be considered analogues of these North American territories, and explain why these territories are analogues.
4. In what place on Earth are tundras found even closer to the equator than in North America? Write the reason for this phenomenon.
All-Russian Olympiad for schoolchildren in geography 2016–2017 academic year. G.
School tour. 9th grade
– – –
High school students from Moscow, together with their parents, were choosing vacation spots for the winter holidays. Everyone is fond of skiing, and the high euro exchange rate does not allow going to European resorts. Initially, ten resorts were considered: Abzakovo, Arkhyz, Belokurikha, Gubakha, Dombay, Kirovsk, Krasnaya Polyana, Terskol, Sheregesh, Yakhroma. But the final choice fell on five centers.
Lena wanted to get to know the Russian subtropics.
Vasya dreamed of being on the slopes of the highest peak in Russia.
Petya sought to get beyond the Arctic Circle.
Ira decided to visit her relatives in Bashkiria at the same time.
Oleg has his eye on the Moscow region.
Upon returning to Moscow, their geography teacher asked them to build climatograms for their vacation spots.
1. Determine which resorts the guys went to. Arrange them in descending order of daylight hours.
2. Establish a correspondence between the resorts and their climatograms.
3. On the slopes of which geographical features did the guys ski?
– – –
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The basis of the proposed version of pre-exam repetition is not just the content of the knowledge tested in the exam, but its active assimilation and recall as a result of working with geographic maps (including when performing practical work with contour maps). It should be remembered that the ability to repeat is extremely important not only for understanding, but also for updating knowledge exactly when it is needed. In accordance with this, repetition is organized according to the following large content blocks: - sources of geographical knowledge; - the nature of the Earth and man; - continents, oceans, peoples, countries - environmental management and ecology - geography of Russia.
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“Creativity is not the sum of knowledge,
and the special orientation of the intellect,
special relationship between intellectual
the life of the individual and the manifestation of his powers
in active work"
V. A. Sukhomlinsky
“Knowledge is only knowledge when it is acquired
through the efforts of your thoughts, and not through your memory.”
L.N. Tolstoy
“Winners don’t believe in chance.”
F. Nietzsche
INTRODUCTION
The contribution of geography, as an academic subject, to achieving the goals of general education can hardly be overestimated. It is the study of geography that allows schoolchildren to form a comprehensive, systematic and socially oriented understanding of the Earth as a planet of people, which ultimately should become the basis of practical everyday life. Geography is the only science that is at the intersection of the natural, social, and social sciences and actively uses the apparatus of the exact sciences to achieve its highly humane task: the study of natural and social phenomena, the structure, functioning and evolution of the geographical envelope as a whole and its individual parts, natural and natural -social geosystems and their components. The system of geographical sciences is designed to form a holistic perception of the world among schoolchildren. The task of the state final certification is to determine the degree to which students have mastered the knowledge, skills and methods of activity provided for by regulatory documents and reflected in the federal state standard.
When choosing a form of training for students, it is taken into account which type of state assessment is preferable for a particular student. The most interested ones choose an interview; there is the option of writing a research paper as part of a school scientific conference or taking a classic exam on tickets.
- As the experience of conducting the exam and analysis of teaching practice show, positive results can be achieved if, throughout the entire educational process, much attention is paid to the development of active cognitive activity of students: working with all types of educational information, developing analytical and classification skills, and systematizing knowledge. This condition is most fully met by working with geographic maps in all aspects: the geographic map itself; contour map; nomenclature. Only targeted and systematic work on developing map reading skills leads to the acquisition of knowledge and skills, and to the growth of cognitive activity. The role of these skills in modern life cannot be overestimated. Activation of activity leads to the development of cognitive interest, consolidation of knowledge and its application in a new life situation (including GIA). In addition, the relevance of intensifying cognitive activity lies in the fact that teaching, being a reflective-transforming activity, is aimed not only at the perception of educational material, but also at shaping the student’s attitude towards the cognitive activity itself. By systematically strengthening and developing cognitive activity, it is possible to ensure that it becomes the basis of a positive attitude towards learning, influences the results of activity, the processes of thinking, imagination, memory, feelings, which under its influence will acquire special activity and direction. Thus, the activity of action leads to the activity of thought; this is precisely the result of learning in secondary school that we expect. Activity is the way to develop cognition.
- In preparing schoolchildren for an exam, both knowledge of basic, factual, conceptual material and the ability to work with geographic information and apply knowledge to solve cognitive, problematic problems are equally important. That is why it is recommended to pay attention to these elements of preparation at all stages of training during current and final control. Successful passing of the exam largely depends on the organization of active and versatile cognitive activity of schoolchildren during the learning process in order to master all elements of training.
Along with the above-mentioned factors of preparation for the exam, special pre-exam repetition lessons can also play a positive role, which are purposefully used to enhance students’ knowledge of the content elements tested during the exam, familiarize themselves with all types of tasks in the exam paper in geography and complete training tasks in all sections course.
As part of the pre-exam revision, it is not possible to cover all the material studied. The task is to attract the attention of graduates to the key, basic issues of the course, to consolidate the ability to perform tasks of various types, to identify and work through the most complex issues that require special attention. It is advisable to familiarize students with the examination plan.
Given the limited time, when repeating, it is important, firstly, to dwell on those questions that are most widely represented in the options for the examination paper, and secondly, to pay attention to those questions that cause the greatest difficulties for ninth-graders.
We can propose a general algorithm for pre-exam repetition:
Determining within each topic a range of questions for mandatory repetition;
Calculating questions for conversation in order to update and consolidate previously acquired knowledge (in this regard, it is necessary to provide advanced tasks);
Processing on the topic, section of typical tasks of basic and advanced levels.
Thus, the main objectives of pre-exam revision are to:
Provide students with a general description of the goals, content, and features of the 9th grade exam in geography:
Help students generalize and systematize the content of the geography course into its main sections;
To attract the attention of graduates to the most difficult problems of the course, to give recommendations for completing tasks of various types included in the examination paper;
Familiarize students with instructions for completing assignments and filling out answer forms;
To give graduates an idea of the nature of assessing answers to various types of assignments and the scoring system for them.
The basis of the proposed version of pre-exam repetition is not just the content of the knowledge tested in the exam, but its active assimilation and recall as a result of working with geographic maps (including when performing practical work with contour maps). It should be remembered that the ability to repeat is extremely important not only for understanding, but also for updating knowledge exactly when it is needed. In accordance with this, repetition is organized according to the following large content blocks:
sources of geographical knowledge;Nature of the Earth and man;
Continents, oceans, peoples, countries
Nature management and ecology
Geography of Russia.
GEOGRAPHICAL MAP - SOURCE OF INFORMATION
The outstanding geographer N.N. Baransky considered a geographical map one of the main methods and means of geographical research and said that one map can replace many pages of text.
A map is a reduced image of the Earth's surface or part of it on a plane, shown using a scale and symbols. The map is the main didactic and dynamic aid in teaching geography. Using a geographic map, you can survey the whole world at once, study its parts in more detail, you can compare individual parts of the earth’s surface, find similarities and differences between them, determine the geographical location of objects, establish their relative positions and cause-and-effect relationships between them.
Firstly, using a map, you can determine the geographical position of any geographical object: its location in relation to various objects, for example, the equator and poles, in which climatic zones and natural zones it is located, what is its location in relation to the oceans and seas, its connection with economic, political and cultural centers.
By determining the geographic coordinates of objects, you can accurately determine the location of one or another of them. As you know, the nature of any area is largely determined by its geographical location, which determines the amount of solar radiation, the characteristics of the climate and soil and vegetation cover, the economic specialization of the region and much more.
The map shows the location of objects of interest to a person on the surface of the Earth. It gives an idea of the relative position of the continents and waters of the World Ocean, large plains and mountains, countries, cities, etc. On the map you can not only take in the entire Earth, the entire country as a whole, but also find out the interconnection and dependence of the elements of individual geographical complexes and landscapes. Without a map, it would be difficult to carry out a comprehensive consideration of geographical phenomena and processes.
Secondly, with the help of a geographic map, you can study not only the position and relationship, but also the size and shape of geographical objects: configuration features of parts of the world, oceans, seas, lakes, country borders, surface shapes, heights of relief objects, depths of reservoirs, and more. The map shows the location of mineral deposits, climatic zones, main soil types, natural zones, the location of humanity, and its economic activities. And, of course, with the help of a geographical map we study the location of various geographical objects - their nomenclature.
A geographical map has enormous educational, educational and practical significance. Working with Atlas maps and contour maps develops children's interest in geography, increases schoolchildren's motivation to study the subject, promotes the development of creative imagination and thinking, and enriches their oral speech. It is known that a geographical map is of great importance not only in science, but also in practical life, for example, when studying economic objects and social infrastructure objects. All this convinces us that the map should always be the focus of attention when teaching geography. Students must know the map and be able to use it in various non-standard situations.
The study of a geographical map should take place in three aspects:
- source of information about objects and phenomena;
- carrier of nomenclature;
- contour map.
When completing exam work in geography, it is allowed to use atlases of grades 7, 8 and 9. The proposed methodology is aimed at maximizing the use of geographic maps as a source of information. A geographic map reflects the location, properties, connections and dynamics of natural, socio-economic, natural and man-made geosystems and their components. Geographic maps show the lithosphere, atmosphere, hydrosphere, biosphere, sociosphere and technosphere of the Earth and their interaction. In terms of content, they can be general geographical, thematic or special; by purpose - scientific reference, educational, local history, tourism, road, etc. Geographic maps are also classified by scale, spatial coverage, level of analysis and synthesis and other characteristics. The level (scale) of information that can be obtained by analyzing a map is very high (both quantitatively and qualitatively).
When choosing a strategy for preparing for the State Examination, I was guided by an analysis of the tasks offered at the exam in previous years.
The examination paper consists of 30 tasks. When analyzing the examination tasks of previous years, we can conclude that their structure is dominated by questions (80%), the successful answer to which is associated with the ability to use geographical maps of different scales, contents and generalization and extract the necessary information from them.
Of the 18 tasks for which you need to find the correct answer out of 4 proposed (test form), 15 can definitely be answered in geographical maps of the corresponding content. Of the 9 tasks that require you to independently formulate a short answer, the map will help answer 6 questions. And finally, out of 3 tasks that require a detailed answer, all 3 are solved with the help of a map and the ability to read the necessary information. So, 24 tasks out of 30 require successful mastery of the skills of reading geographical maps, the ability to analyze them and obtain comprehensive information. The result of the analysis is confirmation of the idea that geographic maps are a multi-dimensional carrier of information on all aspects of geographical knowledge and skills, can be used as a layout for performing many practical tasks and allow you to structure information, facilitating its perception and memorization, revealing all the beauty of the logic of natural and social laws and their interrelation. Geographic maps of various contents are an example of the clarity of cause-and-effect relationships, being an image of an object-territory and phenomenon.
Let us consider sequentially all blocks of knowledge intended for repetition and the degree of participation in this of geographical maps of the corresponding content.
- - Sources of Geographical Knowledge. This section itself requires cartographic knowledge and skills. When preparing for the exam, it is necessary to repeat the topics and, in the context of these topics, remember and consolidate the fundamental concepts: Globe (scale and its types; parallels and meridians; degree grid, geographic coordinates and their definition; methods of depicting the earth's surface). Terrain plan (methods of orientation, azimuth, measuring distances and determining directions on the plan; symbols; reading a terrain plan; solving practical problems using the plan). A geographic map is a special source of information (the difference between a map and a plan; a degree grid and a map legend; various projections; orientation and measuring distances on a map; reading a map, identifying geographic objects; determining absolute heights; a variety of maps). Geographical methods for studying the environment (cartographic method).
- Nature of the Earth and man.This section is cross-cutting for all years of geography education from grades 5-6 to 10-11 with varying degrees of detail and depth in the subject of study, and to repeat it you will need geographic maps of a wide variety of content: geological; tectonic; relief; mineral; physical; climatic (January and June temperatures; average annual precipitation; atmospheric fronts, etc.); natural areas; river network; oceans and sea currents; population of the Earth (density, settlement, race, religion, migration); political, etc.
- - Continents, oceans, peoples, countries.This is the topic of the 7th grade geography course, which gives students an even more complete understanding of the shells of the Earth, forms the concept of the most complex of them - the geographical shell in which humanity lives, about the patterns of its development, that is, about those dependencies that constantly operate throughout earth's surface. In addition, this course studies individual continents and oceans, the history of their discovery and research, the features of their nature, as well as the peoples inhabiting each continent, the states located there, the features of life and way of life of their population.
- Nature management and ecology.The topic of this section is present in geography courses of all classes in varying degrees of detail at different levels under the significant slogan “The geographical envelope is our home.” Schoolchildren study the patterns of the geographical envelope, the interaction of nature and society, changes in nature under the influence of human economic activity, the possibilities of rational environmental management, problems and prospects of environmental protection measures throughout the world and the environmental policies of specific states.
Geography of Russia.The topics of geography courses for grades 8 and 9 involve the study of the physical and economic geography of Russia. The subject of studying geography in these classes is the features of nature and natural resources of Russia: relief; climate and climate resources; inland waters and water resources; soils and soil resources; flora and fauna and biological resources, as well as the nature of the regions of Russia. At the same time, working with contour maps of Russian regions is very relevant: the Russian Plain, the North Caucasus, the Urals, Western Siberia, Eastern Siberia, the Far East. The topic “Geography of Russia: population and economy” involves a detailed study of economic geography: features of the development of the Russian economy, its structure, the complexes of which it consists (fuel and energy, metallurgical, engineering, etc.). When studying complexes, special attention is paid to the analysis of factors for the location of individual industries, problems and prospects for their development, which is impossible without an analysis of the economic and geographical position of the territory. The administrative-territorial structure and zoning of Russia requires an even more thorough study of the geographical location of individual territories. It is this topic that is used by the compilers of CIMs in geographical tasks.
As an example of the demand and, moreover, the need to use a geographic map when solving exam problems, let’s consider the sequence of actions recommended for students when completing tasks of the following type: “23. The location of the pulp and paper mill in the city of Segezha can be explained by the advantageous EGP: location on the bank of Vygozero and proximity to transport routes. Indicate another feature of the EGP of the city of Segezha, which contributed to the placement of a pulp and paper mill there?”
To solve the problem, the following algorithm is proposed:
1. Ask yourself the question: “What products does the described enterprise produce?”
2. What conditions are necessary for the release of this product? (raw materials, fuel, energy, water, transport, labor, etc.) What are the technical and economic features of the production of these products? (material intensity, energy intensity, labor intensity, use of waste from other industries as raw materials, water intensity, etc.)
3. What are the features of the final products? (compact size, large dimensions, short shelf life, etc.)
4. What factors (reasons) influence the location of such industries.
5. Compare these reasons with the conditions existing in the economic region specified in the task. To do this, use the map of the economic region in the atlas. In some variants of work, a map diagram is offered directly in the task.
CONCLUSION
A geographic map is a multi-volume, multi-scale carrier of information on all aspects of geographical knowledge. As a means of research, it allows you to structure information using analysis and synthesis and create an image of the object or phenomenon being studied, understand the cause-and-effect relationships of natural complexes or their elements. A geographical map is a necessary element when using any technology for preparing for the State Examination. In addition, the card makes it possible to perform various practical tasks.
High school graduates have long come to terms with final tests in the form of. However, the Ministry of Education considered that high school students had little anxiety associated with the national examination, and several years ago introduced the All-Russian test work, or, for short, the All-Russian Test. On the one hand, writing this type of test can be done carelessly, because they will not have an impact on the final certification mark.
On the other hand, the results of the VPR will show the ministry the level of teaching in your school, and a bad result is unlikely to delight teachers. One of the subjects included in the All-Russian knowledge test is geography. This subject can be safely called interesting, but those students who do not intend to take the Unified State Exam will have a hard time.
This subject requires the study of a huge amount of data in the form of names of geographical objects, terms, dates and names of discoverers, as well as the economic zoning of Russia and the world. In addition, I absolutely don’t want to be distracted by preparing for the VPR when there are so many difficult exams directly related to it. However, it is quite possible to write a test successfully – and we will show you how!
Demo version of VLOOKUP in geography
Date and regulations of VPR-2018 in geography
Eleventh grade students will have to write a test paper on geography March 3, 2018. The regulations assume that graduates will write the test for 90 minutes. At this event, the use of educational literature is strictly prohibited, however, it will be possible to use geography atlases for grades 8, 9, 10 and 11 of secondary schools.
When writing a test, students will have to demonstrate the knowledge they have acquired during their studies from grades 8 to 11 inclusive. Sections that are submitted for verification are devoted to sources of obtaining geographic information, features of the modern world economy, environmental management and geoecology, trends in the development of individual countries, characteristics of regions of our planet, as well as geographical, economic and demographic features of the Russian Federation.
Eleventh graders will have to convince the commission that they:
- know the categorical apparatus and terminology used in geographical science;
- understand what features characterize the nature of the Russian Federation, know the specifics of its zoning, the main sectors of the economy, the prerequisites for the formation of the mining industry and the state of agriculture;
- remember the specific geographical features of different countries and regions of the world, can describe their distinctive features in the field of social development and economics;
- understand what specialization is and can talk about the modern system of division of labor and cooperation between different countries;
- learned to read and compare geographical maps;
- can assess the degree of resource availability of a particular country or region;
- have skills in identifying trends of a natural, socio-economic and geo-ecological nature;
- are able to apply the acquired set of knowledge and skills in real life, determining time differences, reading maps, interpreting and analyzing various sources of geographic information;
- mastered the skills of searching for information and assessing events of a socio-economic, geopolitical and geo-economic nature, both in the Russian Federation and other countries.
On the Geography VPR you will have to deal with 17 tasks in 90 minutes. VPR structure and distribution of points
Each version of the VPR in geography contains 17 tasks, including:
- simple tasks involving writing one word;
- tasks in which it will be necessary to establish a correspondence between geographical objects or an object and a characteristic;
- tasks in which you will need to fill in the missing part of the text using the proposed list of words;
- tasks that require choosing several correct answers from a given list;
- tasks for which the answer is the correct sequence of elements;
- complicated tasks in which students have to independently formulate a detailed answer.
For solving all tasks, a student can receive a maximum of 22 points. At the same time, for 12 basic tasks you can score 15 points (68% of all points for VPR), and for solving 5 tasks of increased complexity - 7 points (another 32%).
Do scores translate into regular grades?
Let us remind you that the results of the VPR do not affect the grade in the student’s certificate, however, to analyze the results of the test, the points will be converted into grades. For graduating students, the management of a particular school can develop its own transfer scale.
How to prepare for the GCSE in Geography?
Geography will be useful to you even if you do not intend to enroll in tourism or geoecology. A modern person cannot be considered educated if he does not have at least minimal knowledge of what is happening in world politics and economics, does not know where this or that country is located, what trends and preconditions determine the development of powers and their specialization, and cannot carry on a conversation about the global resource market or tourism development of countries.
As a rule, it is important not to memorize geographical terminology, but to understand it So don’t think that if you don’t pass the Unified State Exam in Geography, then VPR for you is just an annoying obstacle on the way to graduation. In addition, a teacher who is dissatisfied with the results of his class can prepare many unpleasant surprises in the form of additional assignments and tests. However, a few simple recommendations will help you write a test paper well, without being too distracted by preparing for the Unified State Exam in other subjects.
Firstly, do not forget to work on the demo version of the test (you can download it on our website - see the link in the article download). This will allow you to understand which sections of the course you did not understand well enough. Secondly, take books for grades 8-11 and repeat the material from the school curriculum. Since the VPR is aimed at testing the basic level of knowledge, this will be quite sufficient. A huge number of terms require not just memorization, but understanding, so understand the incomprehensible terminology in order to easily solve the test part.
Thirdly, last year's graduates are advised to spend time working with contour maps and atlases to learn how to extract geographic information from them. Fourth, you can make your preparation fun and easy. Watch video lessons or films telling about great geographical discoveries to remember interesting facts and the chronology of events, taking a break from the monotonous reading of boring textbooks.
Using the knowledge of geography acquired in previous years, as well as atlas maps, determine the common feature of the geographical location of all five objects collected in each logical chain.
Find a geographic feature that is the “black sheep” in the chain (different from others in the group) and explain your choice.
Suggest your continuation of the logical series (give one example of a geographical object that will be true for each chain).
- Kalahari – Great Western Erg – Tenere – Congo – Namib
- Barents - Azov - Laptev - Kara - White
- Mongolia – Finland – USA – China – Norway
- Ecuador – Kenya – Indonesia – Kiribati – Maldives
- Chukotka Autonomous Okrug – Kamchatka Territory – Magadan Region – Primorsky Territory – Khabarovsk Territory
| № | A unifying feature of all objects in the chain according to their geographical location | "White crow" | Explanation of the "white crow" | |
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 |
Answers
| A unifying feature of objects in a chain according to their geographical location | "White crow" | Explanation of the "white crow" |
Continuation of the logical series without the “black sheep” |
|
| 1 | All objects are located in Africa ( 2 points) | Congo ( 2 points) | Congo is not a desert/semi-desert. OR Congo is a depression/river/country, but not a desert (semi-desert) ( 3 points) | Any desert (semi-desert) located in Africa ( 1 point) |
| 2 | Seas washing the shores of Russia ( 2 points) | Sea of Azov ( 2 points) | It is part of the Atlantic Ocean. OR Not part of the Arctic Ocean ( 3 points) | Any sea of the Arctic Ocean washing the shores of Russia ( 1 point) |
| 3 | Russia's first order neighbors OR countries bordering Russia ( 2 points) | USA ( 2 points) | It has only a sea border with Russia. OR All countries in the chain, except the US, have a land border with Russia ( 3 points) | Any country that has a land border with Russia ( 1 point) |
| 4 | All countries are crossed by the equator. OR All countries lie in the northern and southern hemispheres. OR All countries lie in three hemispheres ( 2 points) | Kiribati ( 2 points) | The country lies in four hemispheres ( 3 points) | Any country crossed by the equator. OR Any country located in three hemispheres ( 1 point) |
| 5 | Subjects of Russia (Far East) with access to the Pacific Ocean ( 2 points) | Chukotka Autonomous Okrug ( 2 points) | It also has access to the Arctic Ocean ( 3 points) | Sakhalin region ( 1 point) |
Task 2
Using the atlas maps, as well as your knowledge and skills acquired in previous years, identify the numbered gaps in the text. These can be geographical concepts, names, numbers. Names and concepts can be nouns or adjectives. Write your answers on the answer form in any case and number.
The name of the archipelago comes from the Ainu word "kur", which means "man". __(1)__ islands are located between __(2)__ sea and __(3)__ ocean. The islands, like the largest island of Russia __(4)__, are part of the __(5)__ region, they are depicted on its flag. The largest island of the archipelago is __(6)__, and the highest point, with coordinates 51 ° N. w. 156° E. d., - __(7)__ Alaid (height 2339 m) on the island __(8)__, named after the explorer who provided the first detailed information about the islands and peninsula __(9)__ in the 17th century. The origin of the islands is __(10)__, there are about a hundred __(7)__ here, 39 of them are active. This is an area of __(11)__ folding, as evidenced by frequent __(12)__, causing destructive waves of __(13)__. Near the eastern underwater slopes there is a narrow deep-sea __(14)__ trench up to __(15)__ m deep. Summer on the islands is cool, despite the fact that the archipelago lies between __(16)__° and __(17)__° N. w. The islands receive more than __(18)__ mm of precipitation per year. The main occupation of the local residents is __(19)__, since the organic world of the surrounding waters is very rich. The southern islands of the archipelago are claimed by the only empire in the modern world – __(20)__.
| Answer | № | ||
| 1 | 11 | ||
| 2 | 12 | ||
| 3 | 13 | ||
| 4 | 14 | ||
| 5 | 15 | ||
| 6 | 16 | ||
| 7 | 17 | ||
| 8 | 18 | ||
| 9 | 19 | ||
| 10 | 20 |
Answers
| Answer | № |
Answer |
|
| 1 | Kuril | 11 | Alpine/Cenozoic/new/recent |
| 2 | Okhotsk | 12 | earthquake |
| 3 | Quiet | 13 | tsunami |
| 4 | Sakhalin | 14 | Kurilo-Kamchatsky |
| 5 | Sakhalinskaya | 15 | 9783 |
| 6 | Iturup | 16 | 44 ± 1 P |
| 7 | volcano | 17 | 51 ± 1 |
| 8 | Atlasova | 18 | 1000 (options indicated in the atlases used by students are possible) |
| 9 | Kamchatka | 19 | fishing |
| 10 | volcanic | 20 | Japan |
For every correct answer - 2 points. If, in the opinion of the jury, the answer is incomplete, a 1 point. Answers can be given in any case and in any number.
Maximum per task – 40 points.
Task 3
Determine the shape of the relief and fill out the table.
This landform is located on the territory of one of the largest subjects of the Russian Federation, on the border of two national entities that ceased to exist in 2007. They first learned about this territory from the reports of the expedition in 1842–1845. But more detailed information was obtained only in Soviet times, when in the 1920s–1930s. a large industrial center was founded for the extraction and processing of minerals discovered by N.N. Urvantsev.
The name of this landform, translated from indigenous languages, means “mountains without peaks” or “lakes with steep banks.” And this is no coincidence, since this is a whole complex of high flat-topped massifs, separated by deep and wide stepped river valleys. This relief arose as a result of the uplift of an ancient plateau, formed by the outpouring of a huge mass of lava. Due to the different strength and resistance to weathering of horizontally lying volcanic rocks, the slopes of the formed gorges acquired a pronounced stepped character. Neotectonic movements led to the appearance of giant cracks, which were eventually developed by glaciers, and subsequently occupied by rivers and narrow deep lakes, reminiscent of the Norwegian bays. Now there are more than 25 thousand of them here. Taken together, they form the second largest surface freshwater reservoir in Russia.
In the north and west, this form of relief breaks off into low-lying plains in sharp ledges up to 300–500 m high, and in the south the border is conventionally drawn along one of the “main” parallels. This proximity explains the severity of the climate. There is snow here for eight to nine months of the year, in winter the temperature can easily drop to −40 °C, and the soil is bound by permafrost. The unique flora and fauna of this territory are preserved by one of the largest protected areas in Russia, which in 2010 received special international status.
| Landform name | |
| Subject of the federation | |
| National entities | |
| Industrial centre | |
| 3 minerals | |
| 3 Indigenous peoples | |
| Dominant rock | |
| Climate type | |
Answers
| Landform name | Putorana Plateau ( 2 points) |
| Subject of the federation | Krasnoyarsk region ( 2 points) |
| National entities | Evenki Autonomous Okrug ( 2 points), Taimyr/Dolgano-Nenets Autonomous Okrug ( 2 points) |
| Industrial centre | Norilsk ( 2 points) |
| 3 minerals | coal, copper and nickel ores (according to 2 points, maximum 6) |
| 3 Indigenous peoples | Evenks, Nenets, Nganasans, Dolgans, Yukaghirs (according to 1 point y, maximum 3) |
| Deep and wide stepped river valleys | canyons ( 2 points) |
| Stepped relief of a lava plateau | traps ( 2 points) |
| Dominant rock | basalt ( 2 points) |
| 3 large lakes in this area | Lama, Chum salmon, Glubokoe, Khantaiskoe, Pyasino (according to 2 points, maximum 6) |
| 2 border low plains | West Siberian Lowland, North Siberian Lowland (according to 2 points, maximum 4) |
| The main “parallel” is the southern border of the territory | Arctic Circle ( 1 point) |
| Climate type | subarctic continental/sharply continental ( 2 points) |
| Special international status of the territory | UNESCO World Natural Heritage Site ( 2 points) |
Maximum per task – 40 points.
Task 4
Natural areas tundra And steppes occupy a significant area on the globe. At a superficial glance, these zones are similar to each other, but in reality there are huge differences between them.
- Write the main property that allows us to talk about the external similarity of tundras and steppes.
Both tundra and steppe are treeless natural areas(4 points).
- Write the key differences between these two natural areas from each other.
Main difference (4 points)
Differences in the humidification coefficient: in the tundra it is more than one, and in the steppes it is less than one. Other answers of a similar nature are also acceptable: in the steppes there is insufficient moisture, and in the tundra it is excessive; steppes are arid landscapes, and tundras are humid, etc.
Additional differences (are a consequence of different ratios of incoming heat and moisture into the complexes; it is enough to write two differences) ( 6 points, By 3 points for difference)
- The limiting factor preventing the development of forest vegetation in the tundra zone will be an insufficient amount of heat, and in the steppe zone - an insufficient amount of moisture.
- The ratio of bioproductivity to biomass: in the steppes it will be close to 1, but in the tundra it will be very low (0.05–0.1 and lower). Other answers of a similar nature are also acceptable, for example this: in the tundra zone there is a slow biological cycle, and in the steppe zone it is intense.
- Different composition of vegetation: the tundra is dominated by
- shrubs, mosses and lichens; grasses predominate in the steppes.
- Various soils: in the tundra - tundra gley soils, poor in humus, in the steppes - chernozems and chestnut soils with a high humus content.
Other answers of a similar nature are also acceptable, for example this: in the tundra, undecomposed organic matter predominates by mass, and in the steppes the bulk of organic matter is contained in humus.
- Both tundra and steppe occupy the largest area in the northern hemisphere: in Eurasia and North America.
a) Explain why in North America the southern border of the tundra zone drops to 50° N. latitude, and the northern border of the steppe zone rises to almost 55° N. w. ( 6 points).
For the tundra: such an anomalously low latitude of the southern border of the zone is due to several factors.
- Firstly, with the predominance of western transport, the barrier role of the Cordillera is great, the influence of the Pacific Ocean on bMost of the mainland is small.
- Secondly, cold Arctic air penetrates unimpeded to the south, especially in the Hudson Bay region. Because of these features, the climate of North America is more severe than in Eurasia. In the eastern sector of the continent, the influence of western transport is the least significant, and the influence of Arctic air masses is the most significant.
- Thirdly, the influence of the cold Labrador Current is great.
For the steppes: The sharply continental climate of the Great Plains with very low average annual precipitation leads to humidification coefficient values less than unity even at such high latitudes.
b) Explain why there is no such contrast in Eurasia ( 4 points).
In Eurasia, the influence of Atlantic air masses can be traced across the entire continent, gradually decreasing when moving from west to east. There is no such barrier on the continent as the Cordillera.
c) Write in which areas of North America the southernmost border of the tundra zone and the northernmost border of the steppe zone are recorded (according to 2 points per district, total 4 points).
The southernmost border of the tundra zone– lowlands of Hudson Bay or the southern coast of Hudson Bay (southern coast of James Bay).
The northernmost border of the steppe zone- northern Great Plains.
d) Write which areas of the Eurasian continent can be considered analogues of these North American territories (according to 2 points per district, total 4 points).
For the tundra– Kamchatka Peninsula.
Options are acceptable for steppes– West Siberian Lowland, Kuznetsk Basin, Minusinsk Basin, alases of Yakutia.
Why are these territories analogues (according to 2 points per district, total 4 points)?
For the tundra: the Kamchatka Peninsula is also located in the eastern part of the mainland, where the influence of the Atlantic is minimal. The cooling effect is exerted by the cold Kuril-Kamchatka Current.
For the steppes: the northern border of the steppes in Eurasia is also confined to areas of continental climate. Two factors limit the spread of steppes in Eastern Siberia: relief and permafrost. (The most correct answer should be considered Western Siberia, since further east the natural steppe zone in Eurasia is fragmentary.)
- Where on earth are tundras found even closer to the equator than in North America? Write the reason for this phenomenon.
Acceptable options: Kerguelen and Falkland Islands (Malvinas) or mountain tundra (Inner Asia)(2 points).
Cause– strong cooling influence of the Antarctic ice sheet.
Mountain tundras are an altitudinal zone, analogous to the tundra zone on the plain (2 points).
Maximum per task – 40 points.
Task 5
High school students from Moscow, together with their parents, were choosing vacation spots for the winter holidays. Everyone is fond of skiing, and the high euro exchange rate does not allow going to European resorts. Initially, ten resorts were considered: Abzakovo, Arkhyz, Belokurikha, Gubakha, Dombay, Kirovsk, Krasnaya Polyana, Terskol, Sheregesh, Yakhroma. But the final choice fell on five centers.
- Lena wanted to get to know the Russian subtropics.
- Vasya dreamed of being on the slopes of the highest peak in Russia.
- Petya sought to get beyond the Arctic Circle.
- Ira decided to visit her relatives in Bashkiria at the same time.
- Oleg has his eye on the Moscow region.
Upon returning to Moscow, their geography teacher asked them to build climatograms for their vacation spots.
- Determine which resorts the guys went to. Arrange them in descending order of daylight hours.
- Establish a correspondence between the resorts and their climatograms.
- On the slopes of which geographical features did the guys ski?
- Which resort has the largest temperature range?
- Which schoolchild was the first to celebrate the New Year? What time did your classmates’ clocks show?
________________________________________________
Climatograms for task 5
For the correct correspondence between “resort and student” - 2 points, maximum 10. For the correct location in accordance with decreasing daylight hours - by 2 points, maximum 10. For the correct correspondence between “resort and climatogram” - 2 points, maximum 10. For the correct identification of landforms / correspondence between “resort and landform” - by 1 point, maximum 5.
4. – In Abzakovo – 36° ( 2 points).
5. – Ira ( 1 point). My classmates' clocks showed 22.00 ( 2 points).
Maximum per task – 40 points.
Using the knowledge of geography acquired in previous years, as well as atlas maps, determine the common feature of all five objects collected in each logical chain. Find a geographic feature that is the “black sheep” (different from others in the group) and explain your choice. Suggest your continuation of the logical series (give one example of a geographical object that will be true for each chain).
- Ghor, Qattara, Death Valley, Valdez Peninsula, Lake Eyre
- Hawaiian Islands, Solomon Islands, Canary Islands, Japanese Islands, Philippine Islands
- bandicoot, numbat, koala, echidna, kangaroo
- Serengeti, Salonga, Virunga, Iguazu, Etosha
- Caspian Sea, Dead Sea, Lake Rudolf, Lake Chad, Lake Eyre
| № | "White crow" | Explanation of the "white crow" | ||
| 1 | ||||
| 2 | ||||
| 3 | ||||
| 4 | ||||
| 5 |
Answers
| № | The unifying feature of all objects in the chain | "White crow" | Explanation of the "white crow" | Continuation of the logical series without the “black sheep” |
| 1 | Depressions/areas with elevations below sea level | Qattara | All are the lowest points on the continents, but Qattara is not | Afar Depression, Lake Assal |
| 2 | Volcanic islands (just don’t count “islands”) / islands where there are active volcanoes | Canary Islands | All are Pacific Islands, and the Canary Islands are Atlantic. | Kuril, Aleutian, etc., which do not contradict the meaning |
| 3 | Endemics of Australia | echidna B | All are marsupials, but the echidna is oviparous | wombat, posum, couscous, wallaby, Tasmanian devil, marsupial wolf, marten, jerboa |
| 4 | Specially protected natural areas/national parks | Iguazu B | Everything is national. parks in Africa, and Iguazu in South America | Any national Africa park. (atlas 7th grade, UNESCO World Heritage map) |
| 5 | Endorheic lakes (simply “lakes” – 1 point) | Chad V | All lakes are salty, but Chad is fresh | Any salt lake in the world: Aral, Urmia, Van, Great Salt Lake, Elton, Baskunchak... |
Attention! If the student offers his own solution to the problem and it does not contradict the conditions of the task, then points should be awarded.
Maximum per task – 50 points.
Task 2
Using the atlas maps, as well as your knowledge and skills acquired in previous years, identify the numbered gaps in the text. These can be geographical concepts, names, numbers. Names and concepts can consist of two words and can be nouns or adjectives. Write your answers on the answer form in any case and number.
__(1)__ is one of two parts of the world located on the same continent. Drawing the border between parts of the world causes a lot of controversy in the scientific community, however, it is known that the eastern border of __(1)__ runs along the __(2)__ mountains, and the westernmost point - Cape __(3)__ - is located on __( 4)__ peninsula, its longitude is __(5)__° west. e. The extreme northern point - Cape __(6)__ - lies at latitude 71° N. w. Thus, __(1)__ lies in the __(7)__ hemispheres of the Earth. Part of the world is washed by the waters of __(8)__ oceans, the coastline is very indented, there are many islands and peninsulas. The largest island is __(9)__, and the peninsula is __(10)__. In the south, __(1)__ is washed by the intercontinental sea, which is reflected in its name - __(11)__.
The natural conditions of this part of the world are very diverse. The ancient and young __(12)__ formed plains, the largest of which is called __(13)__. In __(14)__ areas of different ages there is mountainous terrain. The continental part of __(1)__ lies in __(15)__ climatic zones. The warm current __(16)__, which is figuratively called the “stove __(1)__,” has a great influence on the climate. But when moving __(17)__ from __(18)__ ocean, its influence weakens.
Here are the largest and smallest __(19)__ countries in the world. The border with the neighboring part of the world, located on the same continent, passes through the territory and waters of such countries as __(20)__, __(21)__ and __(22)__. Also included in __(1)__ is the island state of __(23)__, where the boundary of __(24)__ plates lies almost in the very center of the __(18)__ ocean. And the kingdom of __(25)__ owns the largest island on the planet, located in a completely different part of the world.
| № | Answer | № | Answer |
| 1 | 14 | ||
| 2 | 15 | ||
| 3 | 16 | ||
| 4 | 17 | ||
| 5 | 18 | ||
| 6 | 19 | ||
| 7 | 20 | ||
| 8 | 21 | ||
| 9 | 22 | ||
| 10 | 23 | ||
| 11 | 24 | ||
| 12 | 25 | ||
| 13 |
Answers
| Answer | № |
Answer |
|
| 1 | Europe | 14 | folding |
| 2 | Ural / Ural | 15 | 3 |
| 3 | Rock | 16 | Gulf Stream |
| 4 | Iberian | 17 | East |
| 5 | 9 ± 2 | 18 | Atlantic |
| 6 | Nordkin | 19 | area/size |
| 7 | 3 | 20 | Russia |
| 8 | 2 | 21 | Kazakhstan |
| 9 | Great Britain | 22 | Türkiye |
| 10 | Scandinavian | 23 | Iceland |
| 11 | Mediterranean | 24 | lithospheric |
| 12 | platform/slab | 25 | Denmark |
| 13 | Eastern European |
For every correct answer - 2 points. If in the opinion of the jury the answer is incomplete - 1 point. Answers can be given in any case and in any number.
Maximum per task – 50 points.
Task 3
This group of islands with an area of just over 200 thousand km2 was discovered at the end of the 15th century during the first and second expeditions of the famous navigator. The two largest islands were discovered during the first expedition, and the other two during the second. The islands are part of a region (subregion), the name of which was formed due to one of the most serious misconceptions during the era of great geographical discoveries.
Initially, after their discovery, the islands belonged to one of the European countries, but already in the 17th century they became an arena of struggle between the largest European powers. Pirates actively participated in this struggle, whose main residence was first located on a small island north of Island B, and then the largest city on Island B became their residence. In 1692, this city was almost completely destroyed by a natural disaster. As a result of a series of armed conflicts, some of the territories of the islands changed their status, and some remained under the control of the discoverer country.
A further change in the political map occurred at the beginning of the 19th century, when some of the colonies gained independence. At the very end of the 19th century, the discovering country lost its last colonies on the islands; they were captured by a new world leader.
Write:
- name of a group of islands;
- the navigator who discovered the islands;
- the name of the region (subregion) that includes the islands;
- names of two pirate residences in the region.
| 1 | |
| 2 | |
| 3 | |
| 4 |
Fill in the empty columns of the table. (Metropolitan countries are those states that owned the islands in the past.)
| Island name | Area, thousand km 2 | Metro countries | Modern states | The largest city | ||
| A | 111 | — | ||||
| B | 76 | |||||
| IN | 11 | Santiago | ||||
| G | 9 | San Juan Bautista |
Answers
| Island name | Area, thousand km 2 | The name of the island given by the discoverer | Metro countries | Modern states |
The largest city |
|
| A | Cuba | 111 | — | Spain | Cuba | Havana |
| B | Haiti | 76 | Spain, France | Haiti, Dominican Republic | Santo Domingo | |
| IN | Jamaica | 11 | Santiago | Spain, Great Britain | Jamaica K | Kingston |
| G | Puerto Rico | 9 | San Juan Bautista | Spain, USA | – | San Juan |
For the name of the island - 3 points, for the metropolitan countries and the name of the island - according to 1 point, for modern states and largest cities - according to 2 points, total for the table – 36 points.
Attention! In some cells you need to write 2 answers, each of them is scored.
Maximum per task – 50 points.
Task 4
Guys from Moscow came to Arizona to study the nature of the Grand Canyon. Together with their American friends, they measured temperature, atmospheric pressure and relative humidity at the observation deck and on the descent into the canyon. But when they compared the results, they discovered that their data did not match. The guys began to accuse each other of falsifying the results, but their teachers quickly explained why this happened.
Here are the summary measurement results. Determine which of them belong to Russian schoolchildren and which to American ones. Fill in the missing table cells.
|
A country |
||||
| Values | Units | Values |
Units |
|
| +30 | air temperature | +86 | ||
| 570 | Atmosphere pressure | 759,9 | ||
| 40 | 40 | |||
| went down to 1000 | dropped to 1093.6 | |||
| +40 | air temperature +104 | |||
| 665,2 | Atmosphere pressure | 886,6 | ||
| 25 | relative humidity | 25 | ||
Explain the differences in performance among schoolchildren from different countries; how and why the atmospheric pressure and air temperature changed (give calculations); Why are relative humidity levels the same?
Differences in instrument readings have arisen___________________________
Atmosphere pressure_______________________________________________
Air temperature _________________________________________________
Relative humidity did not differ among children from different countries because
Calculate what temperature the device will show for American schoolchildren in Moscow if the device for Russian schoolchildren shows +10.
Determining temperature on an American device.______________________________________________________________
Answers
| A country | ||||
| Values | Units | Instrument readings on the observation deck | Values | Units |
| +30 | °C ( 1 point) | air temperature | +86 | °F ( 1 point) |
| 570 | mmHg st ( 1 point) | Atmosphere pressure | 759,9 | GPa/mbr ( 1 point) |
| 40 | % (1 point) | relative humidity | 40 | % (1 point) |
| went down to 1000 | m ( 2 points) | instrument readings on the slope of the Grand Canyon | dropped to 1093.6 | yard ( 2 points) |
| +40 | °C ( 1 point) | air temperature +104 | °F ( 1 point) | |
| 665,2 | mmHg st ( 1 point) | Atmosphere pressure | 886,6 | GPa/mbr ( 1 point) |
| 25 | % (1 point) | relative humidity | 25 | % (1 point) |
Differences in instrument readings have arisen since countries use different units of measurement: in Russia metric, and in the USA - imperial ( 4 points).
Atmosphere pressure changes with height: 10.5 m = 1 mm Hg. st (2 points), 1000: 10.5 ≈ 95.2 mm Hg. Art. – how much did the pressure change when descending 1000 m ( 2 points). Because schoolchildren descended into the canyon, the pressure increased: 570 + 95.2 = 665.2 ( 2 points).
Air temperature
Since the air is dry (relative humidity is 40%), it will change by 1° per 100 m (2 points). 1000 m: 100 m × 1° = 10° – the temperature will change by this amount when descending 1000 m (2 points). Since the schoolchildren were descending, the temperature will rise: +30° + 10° = +40° ( 2 points).
Relative humidity did not differ among children from different countries because the device measures it in relative terms ( 2 points).
Determining temperature on an American device
- Let's determine what 10 °C corresponds to on the American scale: 104 – 86 = 18 °F ( 3 points).
- Therefore, 1 °C = 1.8 F (18:10 = 1.8) ( 3 points).
- 20 × 1.8 = 36 °F; this is how we found out how much °F the air temperature will drop when it reaches +10 °C ( 3 points).
- Final calculation: 86 °F – 36 °F = +50 °F ( 3 points).
Maximum per task – 50 points.
Maximum for the entire work - 200 points.