Cambridge A Level Environmental Management (AS only) 8291 — 2016 May/June Paper 1 · Variant 1

This document consists of 11 printed pages and 1 blank page. DC (KN/FD) 113551/3 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level * 4 0 6 2 1 9 9 8 2 7 * ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Lithosphere and Atmosphere May/June 2016 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 in this section. 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/16 © UCLES 2016 Section A Answer all questions in this section. Write your answers in the spaces provided. 1 (a) Fig. 1.1 is a map showing evidence to support the idea that some land masses were once connected as part of the supercontinent of Pangaea. 6287+$0(5,&$ $)5,&$ ,1',$ $8675$/,$ $17$5&7,&$ IRVVLOHYLGHQFH RI/\VWURVDXUXV IRVVLOVRIWKH IHUQ*ORVVRSWHULV IRVVLOUHPDLQV RI0HVRVDXUXV IRVVLOUHPDLQV RI&\QRJQDWKXV Fig. 1.1 (i) State the name of the fossil which can be found on every land mass shown in Fig. 1.1. … [1] (ii) With reference to Fig. 1.1, describe one piece of evidence, other than from fossils, which suggests that these land masses were once joined. … … … …[2]

3 8291/11/M/J/16 © UCLES 2016 [Turn over (iii) Describe the process by which the land masses shown in Fig. 1.1 would have moved apart over time. … … … … … … … …[4] (iv) Suggest how an understanding of past plate movements might help geologists locate mineral resources today. … … … … … …[3]

4 8291/11/M/J/16 © UCLES 2016 (b) Fig. 1.2 shows land forms associated with ocean floor spreading, together with information about the magnetic properties of rocks. sea level oceanic crust normal magnetic polarity Key mantle reversed magnetic polarity Fig. 1.2 (i) Add the letters X, Y and Z as labels to Fig. 1.2 to show the following: X mid-ocean ridge Y the oldest oceanic crust Z submarine volcano. [3] (ii) Describe the pattern of magnetic reversals shown in Fig. 1.2. … … … … … …[3]

5 8291/11/M/J/16 © UCLES 2016 [Turn over (iii) With reference to Fig. 1.2, explain how the study of the magnetic properties of the rocks helps to provide additional evidence for the theory of plate tectonics. … … … … … … … …[4] [Total: 20]

6 8291/11/M/J/16 © UCLES 2016 2 (a) Fig. 2.1 shows climate data for the city of Pune in Western India. J 0 5 10 15 20 25 30 35 40 45 0 20 40 60 80 100 120 140 Key 160 180 F M A M J months average monthly temperature / °C precipitation / mm precipitation average monthly temperature J A S O N D J F M A M J J A S O N D precipitation / mm 0 3 2 11 40 140 163 129 155 68 28 4 average monthly temperature / °C 21 22 25 28 29 27 26 24 25 18 14 11 Fig. 2.1 (i) Complete the graph in Fig. 2.1 by plotting the precipitation data for the months of May and June. [2] (ii) With reference to Fig. 2.1, state the name of the major climatic region in which Pune is located. …[1] (iii) Using the data in Fig. 2.1, describe the annual pattern of precipitation in Pune. … … … … … …[3]

7 8291/11/M/J/16 © UCLES 2016 [Turn over (iv) With reference to Fig. 2.1, suggest one reason for the fall in average temperatures in June and July. … … … …[2] (b) Fig. 2.2 shows information about the seasonal characteristics of the climate of the Indian subcontinent. 0 500 km Indian Ocean winds .H\ high pressure low pressure July January N Fig. 2.2 (i) Suggest a reason why there is a reversal of winds over the Indian subcontinent in July. Refer to Fig. 2.2 in your answer. … … … … … …[3]

8 8291/11/M/J/16 © UCLES 2016 (ii) Explain why the southwesterly wind pattern in July shown in Fig. 2.2 is responsible for bringing rain to the Indian subcontinent. … … … … … …[3] (iii) Suggest how human activity might be responsible for altering the climate of this region in the future. … … … … … … … … … … … …[6] [Total: 20]

9 8291/11/M/J/16 © UCLES 2016 [Turn over Section B Answer one question from this section. 3 Fig. 3.1 shows information on the frequency of natural disasters and their impacts, occurring in countries with different levels of income between 1980 and 2009. natural disasters high income countries Key economic losses deaths upper-middle income countries lower-middle income countries low income countries 46% 65% 55% 7% 8% 8% 24% 3% 19% 24% 11% 30% Fig. 3.1 (a) With reference to Fig. 3.1, describe the impacts of natural disasters on countries with different levels of income. [10] (b) To what extent are volcanic hazards more easily monitored and managed than earthquake hazards? Include examples in your answer. [30] [Total: 40]

10 8291/11/M/J/16 © UCLES 2016 4 Fig. 4.1 is an extract from a publication by an environmental pressure group against nuclear energy. Nuclear power: dirty, dangerous and expensive Nuclear reactors are unsafe. As happened after Chernobyl in 1986, the Fukushima nuclear disaster in March 2011 again exposed the flaws of reactors and highlighted serious failures in nuclear safety. As a result, millions of people who live near reactors are at risk. Fig. 4.1 (a) Discuss the view expressed in the headline in Fig. 4.1 that nuclear power is ‘dirty, dangerous and expensive’. [10] (b) With reference to examples, evaluate the alternatives to nuclear power in a world which is urgently in need of additional supplies of energy. [30] [Total: 40]

11 8291/11/M/J/16 © UCLES 2016 5 Fig. 5.1 shows the city of Banjul in West Africa, which is vulnerable to a projected rise in global sea levels. wave erosion ocean city of Banjul ferry port suburbs suburbs suburbs suburbs River Gambia most of the city of Banjul and its suburbs is less than 1 metre above sea level a mangrove swamp is a low-lying, coastal forest biome that is exposed to salt through the action of the tides main road into the city mangrove swamp mangrove swamp 0 500 .H\ FLW\ VXEXUEV ZDWHU PDLQURDGV PDQJURYH m N Fig. 5.1 (a) With reference to Fig. 5.1, suggest the possible effects of rising sea levels on the area shown. [10] (b) Using examples, discuss the view that we must successfully adapt to global warming because we cannot prevent or reverse it. [30] [Total: 40]

12 8291/11/M/J/16 © UCLES 2016 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. This document consists of 16 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 May/June 2016 MARK SCHEME Maximum Mark: 80 Published 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 2016 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 2016 8291 11 © Cambridge International Examinations 2016 Section A Question Answer Marks 1(a)(i) Glossopteris; 1 1(a)(ii) the geometric fit of the continents / fit together like a jigsaw (puzzle); some developed detail (e.g. S. America and Africa); 2 1(a)(iii) continental drift / plate movement; constructive plate boundary; plates move apart / separate; as a result of convection currents / as a result of convection movements; in the magma; tension leads to the formation of fractures / formation of cracks; magma rises through cracks; sea-floor spreading; pushing plates / land masses apart; either side of a rift in the crust; upwelling of molten rock / upwelling of magma; to form new ocean floor; 4

Page 3 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 1(a)(iv) understanding that land masses were once connected; may allow geologists to predict location of similar mineral resources today; coal forming in past areas of tropical climates; mineral resources found at either side of an original join; developed with named / located example of mineral resource; (Accept alternative wording.) 3 1(b)(i) (One mark for each correct label. Accept Y in either position. Accept equivalent positions at other 3D depths.) 3

Page 4 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 1(b)(ii) alternating normal and reversed magnetisms; symmetrical pattern either side of ridge; varying width / varying volumes of rock in each stripe; 3 1(b)(iii) the pattern of the Earth’s past magnetic fields shown in Fig.1.2 can be studied to suggest the date at which the rocks formed / solidified; confirming the idea of ‘sea-floor spreading’; the youngest rocks are at the centre of the oceans / the oldest towards the edge; provides evidence that the plates are moving apart; 4

Page 5 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 2(a)(i) May plotted; June plotted; 2 2(a)(ii) a monsoon climate / tropical climate (with wet and dry seasons); 1 2(a)(iii) dry winter months (Dec–Apr); sudden onset of rain (May–June / start of summer); wet season (Jun–Nov); use of data; 3 2(a)(iv) cloud associated with the arrival of the rain; may absorb and / or reflect; incoming solar radiation; reducing surface temperatures; 2 2(b)(i) differential heating of land / sea; creates a temperature gradient; resulting in advection / a large land-sea breeze develops; convection over the land; results in low pressure developing over the continent; 3

Page 6 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 2(b)(ii) evaporation occurs over the warm waters of the Indian Ocean; southwesterly winds carry the moisture on to the land; the humid air is forced to rise over land; cools and becomes saturated with water vapour; resulting in condensation; producing cloud and rain / producing precipitation; 3

Page 7 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 2(b)(iii) industrial activity / agricultural development / transport / burning fossil fuels / biomass burning; development, e.g. increased population / more transport / more deforestation / increased domestic energy demand; produces atmospheric pollution; named greenhouse gas; however increased greenhouse gas emissions may promote warming; leads to more intense rains / more extreme weather events / more intense monsoon; may cause flooding; release of particulates; may result in cooler land temperatures; if cooler land temperatures, there may be monsoon failures and delayed and / or less predictable rain; may cause drought; (Credit either, or both, of a warming or cooling approach. Maximum four marks if no ref. to change in Indian climate.) 6

Page 8 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Section B Question Answer Marks 3(a) Although high income countries experience nearly half of the natural disasters, they experience relatively few deaths yet high economic losses. Vice versa, e.g. the lowest income countries experience 11% of the catastrophes but 30% of the deaths and 3% of the economic losses. Other manipulation of figures. Data should be referred to throughout answer. High frequency but fewer deaths could be explained due to relative wealth, better education, more preparation, e.g. high income countries can afford materials for earthquake-proof buildings, warning systems, rescue teams, disaster relief. Examples of countries could be given. ORA please use level descriptors 1 10

Page 9 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 3(b) The question requirements are: • to explain a variety of methods of monitoring and managing the impacts of volcanoes • to explain a variety of methods for monitoring and managing the impacts of earthquakes • make an assessment of the extent to which the impacts of volcanic hazards are more easily monitored and managed. Indicative content: Volcanic hazards can be monitored by: Gas analysis, ground mapping, satellite imagery, groundwater movements, seismic data, heat emissions, simple observation etc. Earthquake hazards can be monitored by: Seismometers, gas analysis, analysis of historic data and mapping of fault systems. Managing for both could include setting up monitoring stations, producing hazard maps, developing early-warning systems, preparing emergency response teams and supplies and evacuation plans. Education and drills. Specialised buildings. Use of social media. Candidates are likely to conclude that volcanoes are easier to monitor and manage as they provide more warning signs and the hazardous events unfold more slowly in general, whereas earthquakes tend to be more sudden and also less predictable in their location. please use level descriptors 2 30

Page 10 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 4(a) dirty: Long-term problems of radioactive waste and reprocessing, transport of waste, requirement for processing waste. dangerous: Dangers of technical failure, human error, natural disaster, terrorism / protest issues, human health issues. expensive: Huge capital investment, long delays and cost overruns, decommissioning costs. Accept valid counter arguments, e.g. not dirty because no production of carbon dioxide. Answers should include reference to examples (either those cited in Fig. 4.1 or others). please use level descriptors 1 10

Page 11 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 4(b) The question requirements are: • to make an evaluation of alternative energy resources that can be exploited • to make reference to examples. Indicative content: Fossil fuels could be considered to have the following advantages: They are abundant, the technology is well proven, often inexpensive, and they have a high energy yield. Fossil fuels could be considered to have the following disadvantages: They contribute to environmental pollution and climate change by producing greenhouse gases, often involve environmental damage in extraction and have finite reserves. Renewables could be considered to have the following advantages: They produce fewer carbon emissions, and are generally ‘cleaner’. Renewables could be considered to have the following disadvantages: They are often expensive, use unproven technologies, are reliant on subsidies, can cause environmental damage at manufacture, are seen as eyesores, and have relatively low energy yields. They may also be reliant on weather conditions. Examples are likely to range across a variety of fossil fuels and renewables and include real-world examples of their use. please use level descriptors 2 30

Page 12 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Question Answer Marks 5(a) Effects may include: The flooding of residential areas and consequent homelessness creating climate refugees, loss of vital infrastructure such as the ferry port and severance of main roads, economic damage in terms of jobs and income, environmental damage with coastline retreat and the loss of mangrove habitat (itself a natural defence against the sea), increase in salination. Specific reference can be made to the information provided about Banjul’s vulnerability. please use level descriptors 1 10 5(b) The question requirements are: • to demonstrate an understanding of the causes of global warming • to demonstrate an understanding of the different options – adapt / prevent / reverse • to make use of relevant examples. Indicative content: The exact causes of global warming (whether entirely man-made or natural) are proving very difficult to control. The costs, political and technical difficulties of preventing global warming may make mitigating its effects or adapting a more viable long-term option. Answers may explore strategies and legislation for reducing greenhouse gas emissions such as carbon capture and storage, afforestation, reducing energy demand and the problems associated with them. They may also cite attempts to adapt to global warming by improving coastal defences, changing farming methods etc. They may also conclude that both options are possible. please use level descriptors 2 30

Page 13 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Section B 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

Page 14 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Section B descriptor levels: level descriptors 1 Level one, 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 Level two, 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 Level three, 1–4 marks The response: • may contain errors • shows limited understanding of the question • shows little or no use of data or the information, where appropriate • lacks balance

Page 15 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Section B descriptor levels: 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 poor balanced of content • may not contain evaluations • make limited use of relevant vocabulary

Page 16 Mark Scheme Syllabus Paper Cambridge International AS Level – May/June 2016 8291 11 © Cambridge International Examinations 2016 Section B descriptor levels: Level five, 1–5 marks • fulfil a few 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