A Level Environmental Management (AS only) 8291 May/June 2014 Paper 13

Question paper, page 1

This document consists of 12 printed pages. DC (AC/SW) 103143 © UCLES 2014 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level * 9 8 0 1 1 2 5 3 9 0 * ENVIRONMENTAL MANAGEMENT 8291/13 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

Question paper, page 2

2 8291/13/M/J/14 © UCLES 2014 Section A Answer all questions. Write your answers in the spaces provided. 1 (a) Fig. 1.1 shows a section of slope which is unstable. X Y narrow beach sea wave action unstable clay solid limestone bedrock dipping strata Fig. 1.1 (i) State one type of mass movement that might be responsible for the leaning telegraph pole at X on Fig. 1.1. �� [1] (ii) State the type of mass movement occurring at Y on Fig. 1.1. �� [1] (iii) With reference to Fig. 1.1, explain why the slope shown is unstable. �� [4]

Question paper, page 3

3 8291/13/M/J/14 © UCLES 2014 [Turn over (iv) Explain how weather conditions can also contribute to the slope instability shown in Fig. 1.1. �� [3]

Question paper, page 4

4 8291/13/M/J/14 © UCLES 2014 (b) Fig. 1.2 shows slope management methods designed to stabilise the slope. afforestation slope angle reduction drains sea Fig. 1.2

Question paper, page 5

5 8291/13/M/J/14 © UCLES 2014 [Turn over (i) Explain how afforestation, drainage, and slope angle reduction could prevent future mass movements on the slope shown in Fig. 1.2. �� [7] (ii) Suggest two factors that need to be considered before deciding on the slope management methods in Fig. 1.2. �� [4] [Total: 20]

Question paper, page 6

6 8291/13/M/J/14 © UCLES 2014 2 (a) Fig. 2.1 shows the pattern of winter temperatures in Europe. 15 10 5 0 temperature / °C Key –5 –10 –15 N 0 500 km X Y 10° 5° 10° 10° 5° –10° –10° –5° –5° 0° 5° 0° –5° –10° Fig. 2.1 (i) State the temperature difference in winter between X and Y shown in Fig. 2.1. �� [1] (ii) Using the information in Fig. 2.1, describe the pattern of winter temperatures in Europe. �� [3]

Question paper, page 7

7 8291/13/M/J/14 © UCLES 2014 [Turn over (iii) Suggest two reasons for the differences in temperature between X and Y in Fig. 2.1. �� [4]

Question paper, page 8

8 8291/13/M/J/14 © UCLES 2014 (b) Fig. 2.2 compares incoming solar radiation and outgoing terrestrial radiation at different northern latitudes and the pattern of energy flow required to balance the Earth’s energy budget. 0° 10° 20° 30° 40° 50° 60° 70° 80° 90° low high medium energy levels North Pole latitude / °N Equator p ol e w ar d en er gy fl ow inco ming ins olati on inco ming insol ation outgoin g terrestr ial radia tion outgoing ter restrial radiatio n Fig. 2.2

Question paper, page 9

9 8291/13/M/J/14 © UCLES 2014 [Turn over (i) Compare the pattern of incoming insolation with that of outgoing terrestrial radiation. �� [4] (ii) Briefly explain why the amount of incoming solar radiation reaching the Earth’s surface is affected by the presence of cloud cover. �� [2] (iii) Outline three methods by which the flow of energy from equatorial latitudes towards polar latitudes, shown in Fig. 2.2, might be achieved. �� [6] [Total: 20]

Question paper, page 10

10 8291/13/M/J/14 © UCLES 2014 Section B Answer one question from this section. 3 Fig. 3.1 provides information about the magnitude of a number of recent earthquake events and the number of resulting human deaths. 6 7 8 9 number of deaths magnitude plate boundaries Key 250 000 100 000 50 000 10 000 Haiti 2010 Bam 2003 Kashmir 2005 Sumatra 2004 Tohuku 2011 Armenia 1988 Sichuan 2008 Fig. 3.1 (a) With reference to Fig. 3.1, describe and suggest reasons for the relationship shown between earthquake magnitude and the number of human deaths. [10] (b) With reference to two recent natural disasters arising from tectonic events, assess the success of strategies employed to limit damage and loss of human life. [30] [Total: 40]

Question paper, page 11

11 8291/13/M/J/14 © UCLES 2014 [Turn over 4 Fig. 4.1 shows a graph which compares global surface temperatures and global ocean heat content with atmospheric concentrations of carbon dioxide. Fig. 4.1 (a) Describe and explain the relationship shown in Fig. 4.1 between atmospheric carbon dioxide, global surface temperature and global ocean heat content. [10] (b) With reference to parts of the world with which you are familiar, assess the likely impact of global warming on the natural environment. [30] [Total: 40] Content removed due to copyright restrictions.

Question paper, page 12

12 8291/13/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. 5 Fig. 5.1 provides some historical data about the location and frequency of tropical cyclones (hurricanes) in the Atlantic Ocean. Atlantic Ocean Pacific Ocean 0 1950 1945 1960 Atlantic tropical cyclones ocean temperature warm warm cold Key number of tropical cyclones frequent tracks of tropical cyclones 1970 1980 year 1990 2000 1 2 3 4 5 6 7 number of hurricanes Fig. 5.1 (a) Briefly describe the usefulness of the data in Fig. 5.1 for forecasting future tropical cyclones. Outline two additional sources of information that could be used to make accurate tropical cyclone forecasts. [10] (b) To what extent are MEDCs more able to cope with tropical cyclones than LEDCs? Use examples from both groups of countries to support your answer. [30] [Total: 40]

Mark scheme, page 1

CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level MARK SCHEME for the May/June 2014 series 8291 ENVIRONMENTAL MANAGEMENT 8291/13 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.

Mark scheme, page 2

Page 2 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © 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

Mark scheme, page 3

Page 3 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © Cambridge International Examinations 2014 Section A 1 (a) (i) soil creep / solifluction. [1] (ii) earthflow / mudflow. [1] (iii) unfavourable geology; unstable weak upper layer of clay prone to slide; downhill dip of the rock strata; encouraging sliding; buildings; increase weight loading; action of sea; undercutting slope foot/steepening slope; lack of trees; to stabilise soils with roots; gradient. Award one mark for identifying a factor to a max. of two marks for a list. Award additional marks for development of explanation. [4] (iv) heavy precipitation; saturate the clay; increasing weight of clay layer; and increasing pore water pressure / lubricate; high / onshore winds; increase wave action on slope foot; frost / freeze thaw activity; alternate wet / dry periods. Credit other valid alternatives. Max. two marks for list. Developed points for max. three marks. [3] (b) (i) Afforestation: roots bind soil; promotes infiltration; interception reduces run-off. Drainage: reduces risk of saturation; lowers pore water pressure; reduces weight of overlying soil / rock. Slope angle reduction: creates stable angle of rest; reduces effect of gravity. Award one mark per simple statement, additional mark for development. Final mark for reference to Fig. 1.2 or a well-developed point. [7] (ii) cost of stabilisation method; value of property protected (farmland, real estate, etc.); suitability / likely effectiveness of method; environmental issues (e.g. habitat conservation); safety issues; timescale. Award one mark for simple statement. Award additional mark for developed point. Two factors required. [4] [Total: 20]

Mark scheme, page 4

Page 4 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © Cambridge International Examinations 2014 2 (a) (i) 10 (degrees Celsius) [1] (ii) coldest in the north and east; reference to pole; isotherm irregularity; warmest / mildest in the south and west; reference to the Equator; switches direction over Spain; SW corner milder than similar latitudes. [3] (iii) land / sea differences (different specific heat capacities); variations in cloud cover; the effect of ocean currents; prevailing wind directions; distance from sea / ocean; differences in air pressure patterns. Award one mark for simple statement, additional mark for developed point. [4] (b) (i) both decrease with latitude; both dip at the equator; but incoming > outgoing in lower latitudes → surplus; outgoing > incoming in higher latitudes → deficit; exactly balanced at approx. 30 degrees north. [4] (ii) low, thick clouds reflect solar radiation and cool the surface of the Earth. high, thin clouds; transmit incoming solar radiation; they trap some of the outgoing infrared radiation emitted by the Earth and radiate it back downward. Credit references to absence of clouds. depends on several factors, including the cloud's altitude, its size, and the make-up of the particles that form the cloud. [2] (iii) Global circulation of winds shifts heat (advection); ocean currents move warm water towards the pole, cold water towards the Equator; weather systems, e.g. hurricanes, temperate frontal depressions, latent heat transfer; convective heat transfer (Ferrel cell / Hadley cell). Award one mark for simple statement. Award additional mark for developed point. [6] [Total: 20]

Mark scheme, page 5

Page 5 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © Cambridge International Examinations 2014 Section B 3 (a) Description of relationship; reference to Fig. 3.1; weakness of correlation / evidence; population density; MEDC versus LEDC; level of preparedness; time of day; location / physical factors, e.g. Tsunami. Please use level descriptors 1 [10] (b) The question requirements are: • to select two natural tectonic disasters • to assess the success of a variety of strategies for limiting damage / loss of life Indicative content: Natural disasters may arise from volcanic activity or earthquakes, and secondary consequences of these, e.g. tsunami, landslides, lahars. Relevant strategies will depend on examples chosen, e.g. for a volcanic eruption: monitoring, evacuation drills, diversion of lava flows, cooling lava flows with water; zoning. Tsunamis: early warning broadcasts on media; evacuation routes; houses on stilts; boats for evacuation. Earthquakes: protection drills; special constructed earthquake-proof buildings (Aseismic buildings). Please use level descriptors 2 [30] [Total: 40] 4 (a) All three display a similar rising trend (a positive correlation). However global surface temperatures fluctuate more. Fluctuations are independent so no pattern. Ocean heat content fluctuates over a longer cycle than surface temperatures. Carbon dioxide concentrations more uniform rise. [10] Please use level descriptors 1

Mark scheme, page 6

Page 6 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © Cambridge International Examinations 2014 (b) The question requirements are: • to describe and explain the likely impact of global warming on the natural environment • to refer to case studies • to make an assessment of impact / likelihood Indicative content: Rising sea levels (coastal erosion, coastal flooding, etc.). Melting ice caps / melting permafrost. More extreme weather, e.g. drought, rainfall variability, hurricane activity. Indirect effect on mass movements, soil development, etc. Credit loss / gain of habitat / migrations / extinctions / breeding behaviour. Effect on distribution of plant species / staple crops / biomes. Please use level descriptors 2 [30] [Total: 40] 5 It might be possible to predict the likely track of a cyclone by using the historical data. Frequency data related to ocean temperature allows you to predict the likely number of storms in a season. Limited value of the data. Climatic conditions data / weather forecasting / radar tracking / satellite imagery / air pressure monitoring / sending monitoring equipment into the storm / linking size to likely destructiveness. Please use level descriptors 1 [10] (b) The question requirements are: • to describe and explain coping strategies for countries affected by hurricanes • to distinguish between the strategies adopted by LEDCs and MEDCs • to make a judgement as to the extent that MEDCs might prove more able to cope Indicative content: Strategies discussed might include: forecasting / predicting, planning and preparation, responses such as evacuation routes, emergency services support, early warning systems, storm shelters, etc. Options for LEDCs may be limited by resources and technology. The extent may depend on other factors than level of development such as population density, magnitude of event, political decision making, position of settlement relative to coastline, ability to recover (finances, etc.). Please use level descriptors 2 [30] [Total: 40]

Mark scheme, page 7

Page 7 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © 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

Mark scheme, page 8

Page 8 Mark Scheme Syllabus Paper GCE AS LEVEL – May/June 2014 8291 13 © 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

Cambridge A Level Environmental Management (AS only) 8291 — 2014 May/June Paper 1 · Variant 3

Question paper12 pages

Mark scheme8 pages

Paper as text