Cambridge A Level Environmental Management (AS only) 8291 — 2015 May/June Paper 2 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (KN/SW) 91776/3 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level * 5 3 9 9 1 4 6 0 6 1 * ENVIRONMENTAL MANAGEMENT 8291/21 Paper 2 Hydrosphere and Biosphere 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 8291/21/M/J/15 © UCLES 2015 Section A Answer all questions in this section. 1 (a) Fig. 1.1 shows three different types of aquifers. permeable layer impermeable layer aquifer water table Key recharge area water table artesian well artesian well water table well water table well water table ground surface A B C Fig. 1.1 (i) Identify the type of aquifer at positions A, B and C in Fig. 1.1. Choose from the list below. unconfined confined perched A … B … C … [2]

3 8291/21/M/J/15 © UCLES 2015 [Turn over (ii) With reference to Fig. 1.1, describe the characteristic features of each of these three different types of aquifers. perched … … … … confined … … … … unconfined … … … … [6] (iii) Outline the benefits of extracting water from the aquifers located at A and C in Fig. 1.1. … … … …[2]

4 8291/21/M/J/15 © UCLES 2015 (b) Fig. 1.2 is adapted from a water cycle report for the Great Artesian Basin in Australia. It shows losses, gains, stores and flows of water in the area. precipitation ground surface surface water groundwater store seepage outflow loss 97 000 aquifer recharge gain 323 000 extraction from groundwater loss 548 700 inflow gain 107 400 runoff from irrigated land from non-irrigated land from groundwater to river from irrigation channels from river channels evapotranspiration gains to groundwater losses due to evapotranspiration other losses from groundwater in million litres Key Fig. 1.2 (i) With reference to Fig. 1.2, explain what is meant by the term aquifer recharge. … … … …[2]

5 8291/21/M/J/15 © UCLES 2015 [Turn over (ii) With reference to the information in Fig. 1.2, describe how natural processes and human activity are causing an overall loss of 215 300 million litres from the groundwater store. In your answer refer to losses, extraction and natural recharge. … … … … … … … … … … … … … … … …[8] [Total: 20]

6 8291/21/M/J/15 © UCLES 2015 2 (a) Fig. 2.1 shows a food web for some of the organisms living on part of the Galapagos Islands. Fig. 2.2 shows the locations of some native species on the islands. land plants lava lizard herbivorous insects herbivorous finches predatory insects arachnids insectivorous birds mockingbird hawk snake centipede tortoise land iguana marine iguana coastal water organisms land sea Fig. 2.1 0 20 km marine iguana Galapagos Island native species Galapagos Islands Key Galapagos penguin flightless cormorant giant tortoise N Pacific Ocean Ecuador Equator Isla Fernandina Isla Santiago Isla Isabela Isla Santa Cruz 960 km Fig. 2.2

7 8291/21/M/J/15 © UCLES 2015 [Turn over (i) With reference to Fig. 2.1, complete the four-stage food chain. land plants … … … [2] (ii) With reference to Fig. 2.1 and Fig. 2.2, explain how the terms habitat and niche can be applied to the location of species in the Galapagos Islands. habitat … … niche … … … … … … [4] (iii) A marine reserve has been established with a 64 km radius around the islands. With reference to Fig. 2.1 and Fig. 2.2, explain the need to conserve the Galapagos Islands’ habitats and protect their coastal waters. … … … … … … … …[4] (b) (i) Suggest one way in which tourism can pose a threat to the species in the Galapagos Islands. … … … …[2]

8 8291/21/M/J/15 © UCLES 2015 (ii) Fig. 2.3 shows the Galapagos Island of Santa Cruz. Describe how the strategy shown in Fig. 2.3 can protect the island’s most vulnerable species. N 0 10 km core area buffer zone developed zone roads settlements Pacific Ocean Key Puerto Ayora Santa Rosa Bella Vista Charles Darwin Research Station Fig. 2.3 … … … … … … … … … … … … … … … …[8] [Total: 20]

9 8291/21/M/J/15 © UCLES 2015 [Turn over Section B Answer one question from this section. 3 (a) Fig. 3.1 shows the number of threatened tree species in three categories for different regions. 0 10 20 30 40 number of tree species vulnerable tree species endangered tree species critically endangered tree species Key 50 60 70 80 South America Oceania North and Central America Europe Asia Africa Fig. 3.1 Briefly describe the regional differences in the data shown in Fig. 3.1. [10] (b) Using an example of a biome you have studied, describe the threat to both the extent and ecological quality of its forest ecosystems. Evaluate the measures that can be used to sustain the biodiversity of these forest ecosystems. [30] [Total: 40]

10 8291/21/M/J/15 © UCLES 2015 4 (a) Fig. 4.1 shows a lake which is enriched with nutrients in A and has subsequently suffered from the effects of eutrophication in B. A B plant and animal life algae algal mat input of nutrient dead plants and animals organic sediment Fig. 4.1 With reference to Fig. 4.1, describe the process of eutrophication and its effects. [10] (b) Describe the sources of nutrient enrichment of rivers and lakes. For a river with which you are familiar, evaluate the measures that have been used to prevent or reduce pollution. [30] [Total: 40]

11 8291/21/M/J/15 © UCLES 2015 5 (a) Fig. 5.1 shows the net primary productivity (NPP) of ecosystems and agricultural land. 0 2000 4000 6000 8000 10000 NPP / kcal per m2 per year wetlands tropical forest temperate forest coniferous forest agricultural land Fig. 5.1 With reference to the data in Fig. 5.1, outline three factors that affect the variations in primary productivity of ecosystems and agricultural land. [10] (b) Fig. 5.2 shows the hectares of productive land and sea needed to resource the lifestyle of one person. country productive land and sea / ha United States of America 9.6 Brazil 2.1 China 1.6 India 0.8 Fig. 5.2 Using examples of countries at different levels of economic development, assess the extent to which the sustainable use of resources can help to resolve issues arising from the increasing demands of populations. [30] [Total: 40]

12 8291/21/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 8291/21 Paper 2, 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 21 © 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 21 © Cambridge International Examinations 2015 Section A 1 (a) (i) A: perched B: unconfined C: confined Award two marks if all three aquifers are correct. For one correct aquifer award one mark. [2] (ii) Perched aquifer A: water is stored in a porous / permeable layer; above the main water table; confined aquifer C: impermeable rock above; and below the aquifer; unconfined aquifer B: water is stored within a permeable / porous layer, below the water table; impermeable rock below the aquifer. Award two marks for each type of aquifer. Accept ecf from (a)(i). [6] (iii) A: accessibility; wells are shallow and easy to dig; useful for people to supply their own water; springs often emerge close by; C: deep (underground water); water is filtered as it passes through the rocks; water is uncontaminated / pure water quality; can easily flow due to pressure / artesian wells; quantity of water. Award one mark for each of two points. [2] (b) (i) Renewable water; from an external source; water from precipitation; infiltrating / percolating (into, the groundwater store or aquifer). [2] (ii) Groundwater store / natural recharge: gains from; precipitation; infiltration, percolation, seepage; from surface water, rivers, lakes; from artificial water storage; groundwater flow from aquifers out of the area; groundwater store losses: water is lost from groundwater naturally through evapotranspiration; to the river; groundwater flow to aquifers out of the area; loss due to the artificial storage of water; extraction: water is lost due to human activity; for domestic supply; for agriculture; for use in the economy, e.g. industry; conclusion: the impact upon the quantity of water stored in the groundwater; depletion of the groundwater store; use of data: gains 107 400 + 323 000 = 430 400; losses –548 700 – 97 000 = –645 700; difference / overall loss –645 700 + 430 400 =(–215 300 million litres). A balanced answer will include each of the elements above. Award a maximum of five marks if no data from Fig. 1.2 is used. Award six to eight marks for a response which shows a very good understanding of the question, good use of data and the information provided, and is a balanced answer. Please use level descriptors 1 [8] [Total: 20]

Page 4 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 21 © Cambridge International Examinations 2015 2 (a) (i) e.g. land iguana snake hawk Award two marks for three correct stages. Award one mark for two correct stages. [2] (ii) Habitat: the place / area where the organism lives / an example of organism and habitat location from Fig. 2.1 / Fig. 2.2; Niche: the role of the organism in the ecosystem; an example of the role in the ecosystem; reference to Fig. 2.1 to illustrate the concept of a niche; or an example of organisms with the same habitat but occupying different niches, e.g. Galapagos penguin, marine iguana, flightless cormorant from Fig. 2.2. [4] (iii) The importance of both land and marine environments should be emphasised; e.g. organisms feeding at sea / living / breeding on land; an example of this relationship from Fig. 2.1 / Fig. 2.2; the impact of human activity upon the coastal environment; pollution from the land affecting the marine ecosystem, e.g. sewage; marine pollution, e.g. oil spill affecting the coastal shores. Award one mark for each of two points and one mark for each elaboration or example used. [4] (b) (i) Collecting specimens / litter / fishing without a permit / introduction of foreign organisms / feeding the organisms / disturbing the behaviour of species. Award one mark for one suitable way and a further one mark for a developed point. [2] (ii) Zoning pattern; core area on the outside; vulnerable species found in the outer area; no visitors in the most vulnerable areas; largest area; buffer zone: transition between the core and developed zone; allows ecotourism; education; research; community activity; allows activity which is not destructive, e.g. grazing; developed zone at the centre; roads / human settlements / towns / port; human activity away from vulnerable areas; a relatively small area of the island; restricts development; Charles Darwin research centre; monitoring of species. A balanced answer should contain reference to all zones and use information from Fig. 2.3. Please use level descriptors 1 [8] [Total: 20]

Page 5 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 21 © Cambridge International Examinations 2015 Section B 3 (a) A description of the regional differences in the data shown in Fig. 3.1 should include reference to the overall number of threatened species and the relative contributions from each of the three categories for most regions. Regions should be compared and contrasted, for example: South America has the most overall threatened tree species with more than 70% and the largest percentages of both vulnerable and endangered species. Europe has the lowest overall percentage of threatened species with less than 2% but only in one category (vulnerable). Asia has the largest percentage of critically endangered species, approximately 15%. Approximately half of all threatened species are in the endangered and critically endangered categories in both Asia and North / Central America. A balanced answer is achieved by reference to most regions, all threatened categories and supported with data from Fig. 3.1. Please use level descriptors 1 [10] (b) The question requirements are: • to describe the threats to the ecological quality and extent of forests • to describe the measures that can be used to manage forest ecosystems • to evaluate the measures • to select and use examples of forest ecosystems from one biome Indicative content: Threats to the extent of the forest result from the destruction of large areas of forest for agriculture, cattle ranching, mining, urban development, infrastructure development and the demand for fuel-wood and timber. Ecological quality of forests is threatened by afforestation, the use of monoculture, planting non-native exotic species and the fragmentation of forest areas. Climate change will impact both upon the extent and ecological quality of forests. Measures include, for example, the establishment of protected areas, forest reserves and conservation. Sustainable practices include for example: forest regeneration, reforestation, sustainable wood extraction, selective logging, agroforestry, terracing, soil conservation, plantations, ecotourism, sustainable agriculture, practical small-scale initiatives, and the use of alternative non-wood products. Please use level descriptors 2 [30] [Total: 40]

Page 6 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 21 © Cambridge International Examinations 2015 4 (a) An answer should sequence the process of eutrophication and refer to the indicators shown in Fig. 4.1 A, for example: the enrichment of the water due to an enhanced input of nutrient and the increased growth of algae to form an algae bloom / mat. As a result of light being blocked from the plants in the water, they are unable to photosynthesise and die. This leads to decomposition of the dead plants and algae, and a build-up of organic sediment as shown in Fig. 4.1 B. An increase in the population of decomposers depletes the oxygen supply in the water leading to the death of fish and other aquatic organisms, including invertebrates. The effect upon the community of organisms and biodiversity of the ecosystem should be considered. A balanced answer requires both process and effects and reference to Fig. 4.1. Please use level descriptors 1 [10] (b) The question requirements are: • to describe sources of nutrient enrichment • to suggest measures to prevent and to reduce river / lake pollution • to evaluate the management strategies • to select and use an example of a river Indicative content: Sources include, for example, fertilisers from agricultural run-off, detergents from domestic waste, sewage, animal waste from farms. Measures include for example local and regional policies, waste management, sewage treatment works, agricultural policies including controlling the use and timing of fertiliser treatments and public awareness of pollution. Both sources and measures should be linked to the specific example of a river. Please use level descriptors 2 [30] [Total: 40]

Page 7 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 21 © Cambridge International Examinations 2015 5 (a) An answer should outline factors affecting net primary productivity of ecosystems including temperature, variation in light intensity, the availability of water due to precipitation and minerals from soil. The type and density of the vegetation may also be considered. Agricultural systems are included and may be compared to natural systems. There may be reference to variation in the productivity of agricultural systems as a result of human impact upon the land or increased primary productivity through the use of fertilisers and irrigation. There may be reference to the distribution of the major biomes. A balanced answer will outline three factors and use data from Fig.5.1. Please use level descriptors 1 [10] (b) The question requirements are: • to express an understanding of the issues relating to the resource demands of a population • to describe measures which allow the sustainable use of resources • to evaluate the measures in terms of sustainability • to select and use examples from MEDCs and LEDCs (countries at different levels of economic development) Indicative content: Examples of countries at different levels of economic development are provided to compare the USA with Brazil, India and China. Answers need to demonstrate an understanding of how lifestyle, economic development and population growth can increase the demand for resources to an unsustainable level. The main focus of the essay should be on the methods which allow a more sustainable / more efficient use of resources and the careful management of resources to meet these growing demands; in order to reduce the environmental impact of the population, and keep the ecological footprint low. Achieving sustainability of resources (the supply of food and other raw materials and energy) through for example: agricultural improvements, genetic engineering, high-yielding crops, organic farming, H.E.P., other renewable resources, reducing waste, reusing and recycling. An assessment of how far countries can reduce the environmental impact of the population should be discussed. Please use level descriptors 2 [30] [Total: 40]

Page 8 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 21 © 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 9 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2015 8291 21 © 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