International Green Warrior Olympiad Class 8 Sample Paper

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Syllabus:

Clean Water and Sanitation

1. Introduction to clean water: Understanding the importance of clean water and proper sanitation, various sources of clean water, methods to purify water, water treatment plans, methods to filtre water
2. Proper sanitation and personal hygiene: Sanitation and personal hygiene practices and their impact on health, access to clean toilets and sanitation facilities
3. Waterborne diseases: Common waterborne diseases (e.g., cholera, dysentery), how waterborne diseases spread, prevention through clean water and sanitation
4. Water scarcity and global water issues: Exploring water scarcity in different regions, the role of climate change in water scarcity
5. Water pollution and treatment: Sources and types of water pollution, consequences of water pollution, wastewater treatment processes
6. Water conservation: The water cycle and its importance, strategies for water conservation, technologies for efficient water use

Affordable and Clean Energy

1. Sources of energy: Exploration of various energy sources (e.g., fossil fuels, renewable energy, nuclear), how energy is generated from different sources, environmental impacts of different energy sources
2. Renewable energy sources: Introduction to renewable energy sources (e.g., solar, wind, hydro, geothermal), how renewable energy systems work, advantages and challenges of renewable energy
3. Energy conservation and efficiency: Understanding the importance of energy conservation, practical tips for saving energy at home and school, energy-efficient technologies and practices
4. Introduction to clean energy: Understanding the concept of clean energy, differentiating clean energy from fossil fuels
5. Clean energy innovations: Innovations in clean energy technology, solar roadways and smart grids
6. Environmental impact of fossil fuels: Understanding the environmental impact of fossil fuel use, air and water pollution caused by fossil fuels

Sustainable Cities and Communities

1. Sustainable transportation and green infrastructure: Introduction to sustainable transportation, the role of electric and hybrid vehicles, bicycles as a sustainable mode of transportation, sustainable urban planning and green infrastructure
2. Characteristics of sustainable cities: Green infrastructure, urban farming, efficient public transportation, operations on renewable energy sources, waste management
3. Universal access to safe, inclusive, and accessible green and public spaces

Responsible Consumption and Production

1. The three r's: reduce, reuse, recycle: Importance of three r's of responsible consumption, strategies to reduce waste and consumption, creative ways to reuse items, introduction to recycling and waste separation
2. Responsible consumption of water and energy: Importance of conserving water and energy, practical tips for saving water and electricity, energy-efficient appliances and lighting
3. Responsible consumption of water and energy: Importance of conserving water and energy, practical tips for saving water and electricity, energy-efficient appliances and lighting

Climate Action

1. Introduction to climate change: Understanding the concept of climate change, differentiating between climate and weather, causes and effects of climate change
2. The carbon cycle: Understanding the carbon cycle, how humans disrupt the carbon cycle
3. Earth's climate systems: Introduction to earth's climate systems, the role of the atmosphere and oceans in climate regulation
4. The greenhouse effect: Explaining the greenhouse effect, how it affects the earth's temperature

Life Below Water

1. Conservation of marine life: Exploring marine protected areas and marine sanctuaries, importance of marine conservation for biodiversity
2. Threats to marine ecosystems: Identifying human activities that harm marine ecosystems (e.g., overfishing, pollution, habitat destruction), discussing the impact of climate change on oceans
3. Marine pollution and plastic waste: Sources and types of marine pollution (e.g., plastic waste, oil spills), impact of pollution on marine life and ecosystems, solutions and cleanup efforts

Life On Land

1. Introduction to terrestrial ecosystems: Understanding terrestrial ecosystems (e.g., forests, grasslands, deserts), importance of land-based environments
2. Endangered species and conservation: Introduction to endangered species, conservation efforts to protect endangered species
3. Major threats to terrestrial ecosystems: Habitat destruction and fragmentation, deforestation, overexploitation, pollution, agriculture practices, etc.

Food Security and Agriculture

1. Food choices and sustainability: The impact of food choices on the environment, reducing food waste at home and school, sustainable farming practices (e.g., organic, local), composting and its benefits
2. Climate change and food security: How climate change affects food production and agriculture, strategies for adapting to changing climates in agriculture

Sample Paper Marking Scheme Free Study Material

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Q.1	During an Earth Science field trip, students are exploring the impact of rising temperatures on the local ecosystem. The students notice a decline in the population of a particular plant species in the area compared to previous years. Which factor related to climate change is most likely influencing this decline?
	a) Reduced levels of precipitation and increased drought conditions.		b) Increased availability of nutrients in the soil.
	c) Decreased levels of carbon dioxide in the atmosphere.		d) Rising sea levels affecting the soil composition.

Q.2	Nick installed a solar panel system on his rooftop to harness solar energy for his home. He wants to understand the practical process behind solar energy generation. Help him understand what happens when photons from sunlight strike the photovoltaic cells in a solar panel system.
	a) They generate heat energy for space heating.		b) They release electrons, creating an electric current to power appliances.
	c) They produce hydrogen gas for fuel cells.		d) They heat up a storage tank of water for domestic use.

Q.3	The government of a city wants to switch to renewable energy sources to help the environment. Which of the following strategies could the city use to promote renewable energy adoption and reduce environmental impact?
	a) Implementing tax incentives for solar energy installations		b) Developing new coal mining projects to boost energy production
	c) Encouraging the use of gasoline-powered vehicles		d) Cutting down more trees to make space for wind farms

Q.4	A school implemented water-saving methods, reducing daily usage by 15%. If the school previously consumed 500 liters of water per day, what is the new daily consumption after applying these strategies?
	a) 425 liters		b) 575 liters
	c) 75 liters		d) 4250 liters

Q.5	At a science camp, Mia learns about solar energy. She analyses data and finds that a solar panel generates an average of 1.5 kilowatt-hours (kWh) of electricity per day. If a household uses 6 kWh of electricity daily, how many solar panels would they need to cover their entire daily energy consumption?
	a) 2 solar panels		b) 3 solar panels
	c) 4 solar panels		d) 5 solar panels

Q.6	During a school project on recycling, Emma was tasked with investigating the environmental benefits of recycling aluminium cans versus manufacturing new ones. Which of the following statements is true regarding this comparison? 1. Recycling aluminium cans saves energy but does not reduce pollution. 2. Manufacturing new aluminium cans consumes less energy than recycling them. 3. Recycling aluminium cans reduces energy consumption and environmental pollution. 4. Manufacturing new aluminium cans have no impact on energy consumption or pollution.
	a) Only 1		b) Only 2
	c) Only 3		d) Both 1 and 4

Q.7	Robert, an environmentally conscious individual, has recently initiated a practice of composting her food scraps and yard trimmings. He intends to utilise the resultant compost as soil enrichment for her garden beds, aiming to reduce dependency on commercial fertilisers and promote sustainable gardening practices. Considering Robert's endeavour to compost his organic waste and repurpose it for his garden, which sustainable practice does his action primarily demonstrate?
	a) Reduce		b) Recycle
	c) Source reduction		d) Reuse

Q.8	A farmer observed that the soil in his fields was becoming increasingly dry, even after heavy rainfall. The farmer suspected that the dry soil was due to increased runoff, preventing water from infiltrating the ground. Which of the following practices could help the farmer improve soil moisture? A. Tilling the soil to increase its water-holding capacity B. Planting cover crops to protect the soil from erosion C. Creating channels and other structures to slow down runoff
	a) A only		b) A and B only
	c) B and C only		d) A, B and C

Q.9	A company is developing a new product line that includes a range of household cleaning products. The company is committed to using sustainable ingredients and packaging. Which of the following options would be the most environmentally friendly?
	a) Using plant-based ingredients and recycled packaging		b) Using natural ingredients and biodegradable packaging
	c) Using synthetic ingredients and reusable packaging		d) Using recycled ingredients and single-use packaging

Q.10	Your city throws away tons of food, leading to environmental issues and wasted resources. Two groups proposed solutions: Group A: "Community Kitchens": Establish kitchens that collect discarded food, prepare nutritious meals, and serve them to those facing hunger. "Urban Composting Network": Create a network of community composting bins and educational programs to turn food scraps into nutrient-rich soil for urban gardens. Group B: "Smart Fridges": Implement high-tech fridges that monitor food freshness and notify owners to prevent expired waste. "Automated Recycling Plants": Build specialised plants that efficiently process organic waste into fertilisers and renewable energy. Which group's approach do you think will more effectively reduce food waste and address related challenges? Why?
	a) Group A, because their solutions directly tackle hunger and soil depletion while utilising waste.		b) Group B, because their solutions focus on prevention and technological efficiency.
	c) Both groups offer complementary solutions, combining social impact with waste reduction and resource utilisation.		d) Neither group, as existing policies are sufficient to address food waste issues.

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