Cambridge A Level Environmental Management (AS only) 8291 — 2014 May/June Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (AC/SW) 80693/4 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level * 3 8 0 4 4 1 9 0 9 8 * ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Lithosphere and Atmosphere May/June 2014 1 hour 30 minutes Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. Section A Answer all questions. Write your answers in the spaces provided on the question paper. Section B Answer one question from this section. Answer the question on the separate answer paper provided. At the end of the examination, 1. fasten all separate answer paper securely to the question paper; 2. enter the question number from Section B in the grid opposite. For Examiner’s Use Section A 1 2 Section B Total

2 8291/11/M/J/14 © UCLES 2014 Section A Answer all questions in this section. Write your answers in the spaces provided. 1 (a) Fig. 1.1 shows how temperature in the atmosphere changes between 0 and 80 km. 0 –100 –80 –60 –40 –20 0 20 40 60 10 20 30 40 50 60 70 80 mesopause tropopause stratopause mesosphere stratosphere troposphere temperature / °C height / km Mt. Everest maximum ozone meteor temperature Fig. 1.1 (i) Using the information in Fig. 1.1, state by how much temperature falls between the Earth’s surface and the tropopause. … [1] (ii) Explain why high air temperatures in Fig. 1.1 are found close to the Earth’s surface. … … … … [2]

3 8291/11/M/J/14 © UCLES 2014 [Turn over (iii) Suggest why the clouds shown in Fig. 1.1 are normally prevented from rising above the tropopause. … … … … [2] (iv) Describe one characteristic of the troposphere. … … … … [2] (b) The ozone layer shown in Fig. 1.1 occurs between 20 and 30 km above the Earth’s surface. (i) Briefly explain how the ozone layer protects life on Earth. … … … … … … [3] (ii) Explain how human activity is believed to be responsible for ozone depletion. … … … … … … … … [4]

4 8291/11/M/J/14 © UCLES 2014 (iii) Fig. 1.2 shows changes to the shape and size of the hole in the ozone layer over the Antarctic between 1979 and 2011. Fig. 1.3 shows the amount by which ozone has depleted over the Antarctic, between 1979 and 2011. September 17, 1979 October 7, 1989 0 100 200 total ozone / dobson units 300 400 October 1, 2011 Fig. 1.2 1980 1990 average minimum ozone / dobson units 2000 year 2010 0 10 100 150 200 250 Fig. 1.3

5 8291/11/M/J/14 © UCLES 2014 [Turn over To what extent does the data in Fig. 1.2 and Fig. 1.3 support the view that international agreements to reduce damage to the ozone layer have been successful? … … … … … … … … … … … … [6] [Total: 20]

6 8291/11/M/J/14 © UCLES 2014 2 (a) Fig. 2.1 shows a cross section through the Earth, with some of the plates labelled. 0°N 25°S 180°S 25°N 90°W 30°S 90°E 30°N P L A T E P A C I F I C P L A T E N A Z C A P L A T E I N D I A N A U S T R A L - E U R A S I A N P L A T E P L A T E A M E R I C A N S O U T H A F R I C A N P L A T E mid-oceanic ridge rift mid-oceanic ridge Arabian Sea Sea of Japan Himalaya Key direction of movement continental crust oceanic crust Japan trench Andes South Atlantic Ocean Peru trench Pacific Ocean Fig. 2.1 (i) Using the letters A, B, C and D, write on Fig. 2.1 where you would expect to find the following: subduction A ocean floor spreading B convection current C young fold mountains D [4] (ii) With reference to Fig. 2.1, describe the processes that are responsible for the plates moving. … … … … … … … … [4]

7 8291/11/M/J/14 © UCLES 2014 [Turn over (b) Fig. 2.2 shows a cross section through the plate boundary where the North American and Caribbean plates meet. + + + + + North American Plate subducted beneath Caribbean plate = 2.2 cm / year Key magma rising molten rock + sediments and trapped water aid melting of mantle wedge Caribbean Plate acidic magma rises to surface as a volcano Montserrat Puerto Rico trench south west north east Caribbean Sea Atlantic Ocean not to scale (i) Outline the tectonic processes responsible for creating the Puerto Rico ocean trench shown in Fig. 2.2. … … … … [2] Fig. 2.2

8 8291/11/M/J/14 © UCLES 2014 (ii) Describe the type of volcanic eruptions associated with the island of Montserrat shown in Fig. 2.2. … … … … … … … … … … [5] (iii) Suggest the strategies that might be adopted to reduce the impact of eruptions such as that shown in Fig. 2.2. … … … … … … … … … … [5] [Total: 20]

9 8291/11/M/J/14 © UCLES 2014 [Turn over Section B Answer one question from this section. 3 Fig. 3.1 shows the pattern of land use in a rapidly growing LEDC city. R i v e r R i m ac formal CBDs informal markets commercial zones industrial zones port inner-city slums Key wealthy inner suburbs poorer outer suburbs squatter settlements commuter settlements airport expressway PACIFIC OCEAN River Lurin River Chillon River Chillon Fig. 3.1 (a) Describe the pattern of land use shown in Fig. 3.1. [10] (b) With reference to examples with which you are familiar, assess the effects of urban growth on the city and the surrounding area. [30] [Total: 40]

10 8291/11/M/J/14 © UCLES 2014 4 The city of Hong Kong has grown rapidly over the past 25 years. Fig. 4.1 shows the total hours of reduced visibility per year in Hong Kong as a result of air pollution between 1988 and 2009. total hours of reduced visibility* per year / hours * visibility below 8 km in the absence of fog, mist or rain year 0 200 400 600 1000 800 1200 1400 1600 1989 1991 1993 1995 1997 1999 2001 2003 2005 2007 2009 295 1988 498 1993 974 1997 727 2001 1,570 2004 1,139 2009 Fig. 4.1 (a) Describe the trend shown by Fig. 4.1 and outline two likely sources of air pollution in such a densely populated city. [10] (b) With reference to examples from LEDCs or MEDCs with which you are familiar, assess the problems in controlling atmospheric pollution. [30] [Total: 40]

11 8291/11/M/J/14 © UCLES 2014 5 Fig. 5.1 is an isoline map which shows anomalies in global air temperatures in January. The temperature anomaly at a particular place is the difference between the temperature of the place and the average temperature for that latitude. 60 °N 30 °N 0 0 +12 +12 +16 +8 +8 –8 –4 0 –8 0 0 0 +12 North Atlantic Siberia +16 +20 +4 –12 –8 –4 –16 –24 +8 +4 Fig. 5.1 (a) Suggest reasons for the high positive anomaly found in the North Atlantic compared with the high negative anomaly found at the same latitude in Siberia. [10] (b) For one area with which you are familiar, describe and explain the likely impacts of global warming. Explain why it has been difficult to manage these issues on a global scale. [30] [Total: 40]

12 8291/11/M/J/14 © UCLES 2014 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge. BLANK PAGE

CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level MARK SCHEME for the May/June 2014 series 8291 ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1, maximum raw mark 80 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 General notes Symbols used in Environmental Management mark schemes. / separates alternatives for a marking point – other valid ways of expressing the same idea are also credited ; separates points for the award of a mark [3] indicates the number of marks available italic indicates that this is information about the marking points and is not required to gain credit italic text is also used for comments about alternatives that should be accepted, ignored or rejected ora or reverse argument – shows that an argument from an alternative viewpoint will be credited AW alternative wording, sometimes called ‘or words to that effect’ – AW is used when there are many different ways of expressing the same idea ( ) the word / phrase in brackets is not required to gain marks but sets the context of the response for credit e.g. (nuclear) waste – nuclear is not needed but if it was described as a domestic waste then no mark is awarded volcanic underlined words – the answer must contain exactly this word ecf error carried forward – if an incorrect answer is given to part of a question, and this answer is subsequently used by a candidate in later parts of the question, this indicates that the candidate’s incorrect answer will be used as a starting point for marking the later parts of the question

Page 3 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 Section A Answer all questions in this section 1 (a) (i) Accept between 70–80 °C. [1] (ii) Incoming solar radiation / short wave radiation / insolation / from the Sun; warms the Earth's surface / energy is absorbed; radiated energy warms the atmosphere close to the surface NOT reflects. [2] (iii) Upward movement inhibited by tropopause (large scale temperature inversion); stratosphere begins to warm up so can’t rise because they are cooler. [2] (iv) Temperature or pressure decrease with height / temperature ranges from 20 to –60; with some elaboration; Ranges up to 10 km; Contains the heavier gases; e.g. oxygen, nitrogen and water vapour; Contains almost all of the Earth’s weather; e.g. moisture, clouds, winds. One mark for simple statement, second mark for development. [2] (b) (i) The ozone layer absorbs incoming solar radiation / from the Sun; Notably UV radiation; UVB; Protecting against human health problems; e.g. Skin cancers / cataracts; Damage to plants; Damage to plankton; Other valid alternatives. Ignore references to global warming. Max. two marks for the role of the stratospheric ozone layer. Max. two marks for what is protected. [3] (ii) Human activity is responsible for the production of man-made chlorines; CFCs / HCFCs / freons / halons; Used in air conditioning / cooling machinery / refrigeration / aerosol spray propellants / solvents / foam blowing agents (max. two marks for list); UV on CFCs releases chlorine atoms; Which break down stratospheric ozone; Chain reaction. Two marks for simple description of relevant activities and up to four marks for detailed explanation. [4]

Page 4 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 (iii) Support view Hole grew rapidly 79–89, more slowly / stable thereafter; Thus the rate of ozone depletion has been reduced; The size of the ozone hole has reduced and stabilised / description of shape. Against view Anomalous years 2002, 2010; No obvious increase in ozone as yet. Most likely conclusion Appears that international agreements may have had only an initial effect and comments on extent. Credit answers which argue either for, or against, or a balanced argument on basis of using evidence effectively from both Fig.1.2 and Fig.1.3. Max. four marks for description only. [6] [Total: 20] 2 (a) (i) Subduction A Ocean floor spreading B Convection current C Young fold mountains D One mark per correct answer. Reject if the same letter is placed more than once and shows an incorrect response. [4] (ii) Circulating convection (currents); in the mantle; NOT magma alone Driven by the heat; from the Earth’s core; Resulting from radioactive decay; Frictional drag between mantle movement and crust; Rising currents → diverging (and vice versa); Ocean/sea floor spreading. For four marks, there should be explicit reference to plate movement in the diagram provided. [4] Place C anywhere within the circle where the plate names are – but not the centre.

Page 5 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 (b) (i) Converging plates / movement by convection currents; Subduction (of denser / thicker North American plate); Leading edge of Caribbean plate dragged down / AW. [2] (ii) Explosive / high pressure; intermittent; involving viscous lava; acidic / andesitic; High silica content; High gas content; Ash clouds; Pyroclastic flows. Credit valid alternatives. [5] (iii) Prediction: monitoring; tilt meters; gas analysis; satellites. Preparation and planning: hazard mapping; warning systems; evacuation drills; public education; any valid response. Up to three marks for simple descriptions / lists of strategies. Four to five marks for clear and detailed link to impact reduction. [5] [Total: 20]

Page 6 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 Section B 3 (a) Some concentricity: CBD at centre, poor housing around the periphery. ‘Spoke’ like shape of city boundaries. Informal markets and formal CBD in proximity to each other. Wealthy suburbs clustered to the south with own small CBDs. 2 commercial zones and industrial zones – linear pattern often beside roads/rivers. Commuter settlements to the south and east. Please use level descriptors 1 [10] (b) The question requirements are: • to describe and explain a variety of effects of urban growth on a city and its surrounding area • to make reference to a range of relevant examples • to make an assessment Indicative content: Demand for resources, e.g. energy for transport, cooking fuel etc. Building materials for housing. Loss of natural vegetation and soils to be replaced by concrete and tarmac / deforestation Pollution of the atmosphere from traffic congestion / airport. Pollution of the soil, e.g. landfill / pollution of rivers. Accelerated mass movements on surrounding slopes / slope destabilisation Marine pollution from port and the polluted rivers. Requires some evaluation of the extent of the effects and may include an awareness of both positive and negative effects, local and regional, direct and indirect, short term and long term. No specific example / reference to the diagram would typically limit to level 3. Please use level descriptors 2 [30] [Total:40]

Page 7 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 4 (a) Describe the trend Uneven; upward trend from 1988 to 2004; particularly steep increase 2001 to 2004; peak in 2004; smaller spike in 1997; decline 2004 to 2009. Outline two likely sources industry traffic fossil fuel power generation cooking and burning construction activity Suspended particulates form mainly as a result of human activities such as vehicular traffic / combustion; construction industry; fossil fuel power generation; cooking and burning of vegetation; photochemical reactions. Please use level descriptors 1 [10] (b) The question requirements are: • to understand how air pollution can be reduced • to evaluate the relative success of a variety of policies • to illustrate answer with examples Lists will limit to level 3. Indicative content: A range of policies aimed to reduce atmospheric pollution, e.g. clean air legislation, vehicle emission controls, traffic reduction policies / car sharing / 2+lanes / alternate days. Industrial air pollution controls, advanced emission capture technologies. Controls on domestic cooking / solid fuel use. Controls on deforestation / agricultural burning / rubbish tips and landfills. Any relevant. Please use level descriptors 2 [30] [Total 40]

Page 8 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 5 (a) Maritime versus continental climate. Different thermal properties of land / sea (sea has a higher specific heat capacity). Insolation penetrates deep below water surface, shallow depth on land. Mixing of ocean waters moderates winter temperatures. Presence of warm current in North Atlantic / gulf stream. The role of different air masses. Cloud cover over ocean a moderating influence on winter temperatures. Please use level descriptors 1 [10] (b) The question requirements are: • to select one area whose climate they have studied • to describe and explain the consequences of global warming • to describe and explain the difficulties of managing the issues on a global scale Indicative content: Impacts likely to include rising sea levels, coastal flooding. More extreme weather events – wind damage, river flooding, drought. Impacts on crop yields (positive and negative) / may have to change traditional crops. Difficulties might include the problems of achieving international agreement, because of different country’s contrasting interests and priorities, e.g. emerging economies / conflict zones / mistrust of the science. Please use level descriptors 2 [30] [Total 40]

Page 9 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 Section A and Section B, part (a) descriptor levels: Descriptor Award Mark Consistently meets the level criteria Mark at top of level Meets the criteria, but with some inconsistency Middle, mark to just below top mark Meets most of level criteria, but not all convincingly Just below middle, mark to just above bottom mark On the borderline of this level and the one below Mark at bottom of level Level descriptors 1 6–8 marks / 8–10 marks The response: • contains few errors • shows a very good understanding of the question • shows a good use of data or the information provided, where appropriate • provides a balanced answer 3–5 marks / 5–7 marks The response: • may contain some errors • shows an adequate understanding of the question • shows some use of data or the information provided, where appropriate • may lack balance 1–2 marks / 1–4 marks The response: • may contain errors • shows limited understanding of the question • shows little or no use of the data or information, where appropriate • lacks balance

Page 10 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 11 © Cambridge International Examinations 2014 Section B: Level descriptors 2 Responses: Level one, 25–30 marks • fulfil all the requirements of the question • contain a very good understanding of the content required • contain a very good balance of content • contain substantial critical and supportive evaluations • make accurate use of relevant vocabulary Level two, 19–24 marks • fulfil most of the requirements of the question • contain a good understanding of the content required • contain a good balance of content • contain some critical and supportive evaluations • make good use of relevant vocabulary Level three, 13–18 marks • fulfil some requirements of the question • contain some understanding of the content required • may contain some limited balance of content • may contain brief evaluations • make some use of relevant vocabulary Level four, 6–12 marks • fulfil limited requirements of the question • contain limited understanding of the content required • may contain poorly balanced of content • may not contain evaluations • make limited use of relevant vocabulary Level five, 1–5 marks • fulfil a few of the requirements of the question • contain a very limited understanding of the content required • are likely to be unbalanced and undeveloped • evaluative statements are likely to be missing • make no use of relevant vocabulary