Cambridge A Level Environmental Management (AS only) 8291 — 2015 May/June Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (NF/SW) 92565/3 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level * 6 4 2 1 6 4 0 4 9 8 * ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Lithosphere and Atmosphere May/June 2015 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/15 © UCLES 2015 Section A Answer all questions in this section. Write your answers in the spaces provided. 1 (a) Look at Fig. 1.1 which shows the location of Java in south east Asia and an enlarged cross section of the plate boundary, labelled as line A to B. 0 500 km Java Sea Indian Ocean Sunda Plate mantle direction of plate movement (not to scale) Mount Merapi magma Indo – Australian P la te direction of plate movement A A B B Indo – Australian Plate Mount Merapi Sunda Plate Java plate boundary Fig. 1.1 (i) State the type of plate boundary shown in Fig. 1.1. … [1]

3 8291/11/M/J/15 © UCLES 2015 [Turn over (ii) Explain the processes that cause volcanic eruptions along the plate boundary shown in Fig. 1.1. … … … … … … [3] (iii) Briefly explain why volcanoes on this type of plate boundary are usually steep-sided. … … … … [2] (iv) Suggest why volcanically active regions, such as Java, often support high population densities. … … … … [2]

4 8291/11/M/J/15 © UCLES 2015 (b) Fig. 1.2 shows the volcanic hazards associated with an eruption of Mount Merapi, one of Java’s most active volcanoes. farms and villages direction of flow Key city of Yogyakarta volcanic mudflows caused by heavy rain on ash hot dense ash clouds (nuee ardentes) gas and ash clouds lava bombs (not to scale) lava flow Fig. 1.2 Describe how the volcanic hazards which threaten farmers on the slopes of Mount Merapi might be different to those threatening the inhabitants of Yogyakarta. … … … … … … … … … [4]

5 8291/11/M/J/15 © UCLES 2015 [Turn over (c) Table 1.1 compares the gross domestic product (GDP) of Indonesia with other countries in the Asia-Pacific region that are at risk from natural hazards. country GDP per person / US$ Japan 46 000 New Zealand 31 000 Indonesia 4800 Philippines 4400 Papua New Guinea 1850 Table 1.1 With reference to Table 1.1, suggest how the level of economic development of a country might affect both short and long term responses to natural hazards derived from plate movements. short term … … … … … … … … long term … … … … … … … … [8] [Total: 20]

6 8291/11/M/J/15 © UCLES 2015 2 (a) Fig. 2.1 shows a weather chart for Australia. 1020 1024 1008 996 984 972 Y Z X Fig. 2.1 (i) Give the name of the type of pressure system found at: X … Y … [2] (ii) Describe the general characteristics of weather typically associated with the pressure system at X in Fig. 2.1. … … … … … … … … … … [5]

7 8291/11/M/J/15 © UCLES 2015 [Turn over (iii) Explain why the surface wind direction at Z in Fig. 2.1 is south westerly. … … … … [2] (iv) State one natural hazard associated with the weather system at Y. Briefly describe the atmospheric processes that contribute to this hazard. hazard … description … … … … … [3]

8 8291/11/M/J/15 © UCLES 2015 (b) Fig. 2.2 shows a satellite image of a hurricane called Tropical Cyclone Yasi, approaching the coast of Queensland, Australia in February 2011. Queensland tropical cyclone Yasi Key state boundary Fig. 2.2 Discuss how satellite monitoring of Tropical Cyclone Yasi might have provided useful information on this approaching hazard and enabled the people of the region to prepare. … … … … … … … … … … … … … … … … [8] [Total: 20]

9 8291/11/M/J/15 © UCLES 2015 [Turn over Section B Answer one question from this section. 3 Fig. 3.1 is a map of the Yamal Peninsula, which is an area of tundra. This subarctic region of Arctic Russia is being rapidly developed for the extraction of large reserves of newly discovered oil and gas. 0 100 km oil and gas fields Key annual migration routes of people and reindeer pipeline railway fu rt h e s t e x t e nt o f s um mer s ea ice summer pastures winter pastures Arctic Ocean Yamal Peninsula Fig. 3.1 (a) With reference to Fig. 3.1, briefly outline the possible threats to the natural environment and people of the region from oil and gas extraction. [10] (b) With reference to examples with which you are familiar, evaluate the effectiveness of conservation areas and national parks in protecting the resources of the lithosphere for future generations. [30] [Total: 40]

10 8291/11/M/J/15 © UCLES 2015 4 Fig. 4.1 is a diagram showing acid deposition from the atmosphere. acid parti cles & gas es ac id sn ow ac id rai n sea Fig. 4.1 (a) With reference to Fig. 4.1, outline how human activities and atmospheric processes are responsible for acid deposition. [10] (b) With reference to examples with which you are familiar, explain why it is difficult to achieve international agreement on reducing atmospheric pollution. [30] [Total: 40]

11 8291/11/M/J/15 © UCLES 2015 5 Fig. 5.1 shows the factors which affect the formation of a soil. SOIL climate topography parent material organisms time Fig. 5.1 (a) Describe and explain how the characteristics of a soil of your choice reflect the variety of soil forming factors shown in Fig. 5.1. [10] (b) Referring to examples with which you are familiar, explain how deforestation can result in soil erosion and deterioration. Assess the ways soil quality can be sustainably managed for agriculture. [30] [Total: 40]

12 8291/11/M/J/15 © UCLES 2015 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. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International Advanced Subsidiary Level MARK SCHEME for the May/June 2015 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 2015 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 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 Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 Section A 1 (a) (i) Destructive / converging / convergent / subduction. [1] (ii) Subduction of one plate beneath another; leads to melting; less dense / volatile materials; rise to surface (along lines of weakness in crust); increasing pressure leads to eruption of volcano. [3] (iii) Eruptions are explosive; silica-rich magma and acidic lava; combine to produce viscous lava; moves slowly so it solidifies quickly. [2] (iv) Volcanic minerals; rapid weathering; leads to fertile soil; high agricultural yields; economic consequences; tourism; tradition. [2] (b) Comparison of impact between the farmers and the city required. Death; damage to the people; loss of livelihood; building damage; recognition of distance and / or time; Farmers on the slopes exposed to: lava bombs / lava flows / nuee ardente; less warning; greater density of ashfall / gas; leads to loss of crops and livelihood. Inhabitants of Yogyakarta exposed to: Wind-blown ash / lahars; more warning; lesser density of ashfall / gas; limited economic impact. [4] (c) Short term: LEDCs lack resources; to provide for rescue / first response; cannot afford early warning systems; poor infrastructure affects ability to respond; may require outside aid / NGOs; poor education impedes response; ORA for MEDCs. Long term: LEDCs lack capital for investment; for monitoring and early warning systems/named examples; for education systems; to establish evacuation and rescue plans; LEDCs less able to repair / rebuild / reconstruct. ORA for MEDCs Reserve one mark for correct reference to Table 1.1. [8] [Total: 20]

Page 4 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 2 (a) (i) X Low / depression / cyclone / temperate frontal depression / low pressure system; Y High / anticyclone / high pressure system; [2] (ii) Strong winds; variable wind direction and speed; storms; high cloud cover levels; high rainfall totals; low temperature range; mild in winter; cool in summer. [5] (iii) Winds travel approximately parallel to the isobars; coriolis force; air circulates clockwise; around low (or anticlockwise / counter clockwise around high / Z); wind direction is from south west; high pressure to low pressure movement of wind. [2] (iv) hazard: drought / bush-fire / poor air quality / high pollen count / high temperatures; description: anticyclone conditions; sinking air; clear skies; dry surface conditions; absence of any precipitation for long periods; [3] (b) Direction of travel; speed of travel; timing of landfall; location of landfall; size of area affected; some indication of intensity of precipitation and / or winds; nature of area of expected landfall; evacuation; defence of property; provision of emergency aid; advancing scientific understanding. Credit valid alternatives. [8] [Total: 20]

Page 5 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 Section B 3 (a) Natural environment: loss of permafrost; damage to fragile vegetation; air (land and water) pollution (local climate change); loss of habitats. Peoples: disruption to migration of reindeer; loss of traditional ways of life; loss of livelihood/incomes; health issues. Please use level descriptors 1 [10] (b) The question requirements are: • to identify how resources can be protected • to evaluate the effectiveness / success of protected areas • to include relevant examples Indicative content: Planning controls over extractive industries; monitoring levels of pollution; use of taxation / legislation; land-use zoning / landscaping; creation of protected areas / routes; limiting access; consideration of native lifestyles / economies; environment assessments to protect biodiversity. Please use level descriptors 2 [30] [Total: 40] 4 (a) Combustion of fossil fuels from industry / power stations / transport releases sulphur dioxide and nitrogen oxide into atmosphere complex reactions within atmosphere (including oxidation) lead to sulphuric and nitric acids fall to earth as wet deposition (rain / snow) or dry deposition (particles / gases) the pollution carried by the winds / run-off rivers / lakes / forests / soils unable to neutralise acidity leading to biological damage. Please use level descriptors 1 [10]

Page 6 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 (b) The question requirements are: • to explain measures for reducing pollution • to explain the difficulties of achieving agreements • to illustrate answer with appropriate examples Indicative content: A variety of pollution control measures and a consideration of their effectiveness; political disagreement; differing economic interests/priorities; difference in levels of economic development; pollution crosses borders; named international agreement examples and evaluation of their success, e.g. Kyoto / Rio. Please use level descriptors 2 [30] [Total: 40] 5 (a) Choice of soil type, e.g. temperate / podzols / brown earths / tropical laterites / rain forest or any other valid soil type a description of that soil’s characteristics with reference to Fig.5.1. an explanation of how those characteristics reflect the various soil forming factors. Please use level descriptors 1 [10] (b) The question requirements are: • to explain how deforestation negatively impacts soil • to make an assessment of a variety of methods of sustainable soil management • to illustrate answer with appropriate examples Indicative content: The impact of deforestation on soil fertility, soil structure and texture, depth, drainage on soil erosion rates, e.g. the loss of protective cover leads to rain splash and rapid surface run-off which can cause gullying and sheet erosion; Impact on the water and nutrient cycles; the process of leaching and laterisation in the tropics may be explained; sustainable management methods might include agro-forestry, intercropping, terracing, mulches / manures, rotations; examples may be drawn from MEDCs and / or LEDCs. Please use level descriptors 2 [30] [Total: 40]

Page 7 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 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 8 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 11 © Cambridge International Examinations 2015 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 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