Cambridge A Level Environmental Management (AS only) 8291 — 2016 Oct/Nov Paper 2 · Variant 1

This document consists of 13 printed pages and 3 blank pages. DC (NF/JG) 114252/5 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level * 0 0 8 5 6 5 5 2 6 6 * ENVIRONMENTAL MANAGEMENT 8291/21 Paper 2 Hydrosphere and Biosphere October/November 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. Write your answers 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/O/N/16 © UCLES 2016 Section A Answer all questions in this section. Write your answers in the spaces provided. 1 (a) Fig. 1.1 shows the minimum extent of Arctic Ocean summer sea ice in 2007 compared to the average for 1979 to 2000. Arctic Ocean ice cap A r ct ic C ir cl e R U S S I A Ea st Si b er ia n S ea G re e nl a n d S e a N or w e gi a n S e a Ba re nt s S e a K ar a S e a L a p t e v S e a C h u k c hi S e a CA N A D A AL AS K A FINLAND SWEDEN NORWAY Pa cifi c O ce an Atl ant ic Oc ea n Hu ds o n B a y Baf fin B a y Gulf o f A l a s k a Key minimum extent of the Arctic Ocean summer sea ice for 2007 land ocean / sea ice average for 1979 to 2000 ice sheet ice sheet GREENLAND GREENLAND ICELAND Fig. 1.1 (i) With reference to Fig. 1.1, describe the difference between the minimum extent of Arctic Ocean summer sea ice average for 1979 to 2000 and that for 2007. … … … … [2]

3 8291/21/O/N/16 © UCLES 2016 [Turn over Fig. 1.2 shows the summer Greenland ice sheet melt area, in million km2, between 1979 and 2007. 0 1978 1983 1988 1993 1998 2003 2008 5 10 15 20 25 30 melt area / million km2 year Fig. 1.2 (ii) With reference to Fig. 1.2, describe the trend in the melt area between 1979 and 2007. … … … … [2]

4 8291/21/O/N/16 © UCLES 2016 (iii) Explain the impact of global warming on the size of the main storage zones of water. Refer to Fig. 1.1 and Fig. 1.2 in your answer. … … … … … … … … … … [5] (b) The Thames Barrier, in the United Kingdom, is a barrage built to protect London from tidal surges. Fig. 1.3 shows the location of the Thames Barrier and some other barriers. 0 8 km London land above 5 metres land 5 metres and below River Thames / North Sea Greater London urban area barrier Thames Barrier North Sea Key R i v e r Th ames N Fig. 1.3

5 8291/21/O/N/16 © UCLES 2016 [Turn over Fig. 1.4 shows the number of closures of the Thames Barrier between 1983 and 2014. 0 5 15 25 35 45 55 10 20 30 40 50 60 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 number of closures of Thames Barrier year Fig. 1.4 (i) Describe the changes in the number of closures of the Thames Barrier between 1983 and 2014 as shown by Fig. 1.4. … … … … … … [3]

6 8291/21/O/N/16 © UCLES 2016 (ii) Using Fig. 1.3 and Fig. 1.4, evaluate the advantages and disadvantages of barrages such as the Thames Barrier. … … … … … … … … … … … … … … … … [8] [Total: 20]

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8 8291/21/O/N/16 © UCLES 2016 2 (a) Fig. 2.1 shows a succession developing near Mount Vesuvius, an active volcano in Europe. Fig. 2.2 shows the changes in biomass, primary productivity and biodiversity during succession. bare lava ferns time since volcanic eruption herbaceous plants (900 species) e.g. Helichrysum litoreum scrubland low woody shrubs e.g. Genista tinctoria deciduous mixed woodland e.g. Neapolitan maple lava colonised by lichen Stereocaulon vesuvianum Fig. 2.1 biomass biodiversity primary productivity time since volcanic eruption A 0 0 Fig. 2.2 (i) With reference to Fig. 2.1, outline what is meant by the term succession. … … … … [2]

9 8291/21/O/N/16 © UCLES 2016 [Turn over (ii) With reference to Fig. 2.1 and Fig. 2.2, describe and explain the changes in biomass and biodiversity during succession. … … … … … … … … … … … … [6] (iii) Explain why the primary productivity in the succession is highest at point A in Fig. 2.2. … … … … [2]

10 8291/21/O/N/16 © UCLES 2016 (b) The Vesuvius National Park was established in 1995 to protect this active volcanic area in Europe. Fig. 2.3 shows some features of this national park. VC 1858 6 1 5 9 2 4 7 3 8 1944 1906 1889 1764 1906 N VC Key national park boundary access road / track trails to explore the plants, animals and lava slopes of an active volcano (1–8) educational trail (9) gate urban area date of lava formation mineral-rich volcanic soil traditional agricultural land use (vineyards and orchards) 1944 0 1 km lichen trees ferns herbaceous plants / shrubs Vesuvius National Park visitor centre Mount Vesuvius 1858 Fig. 2.3

11 8291/21/O/N/16 © UCLES 2016 [Turn over (i) Suggest one reason why different stages of succession can be found in different areas within the Vesuvius National Park. … … … … [2] (ii) Explain the role of national parks in the preservation and conservation of the environment. Include information from Fig. 2.3 in your answer. … … … … … … … … … … … … … … … … [8] [Total: 20]

12 8291/21/O/N/16 © UCLES 2016 Section B Select one question from this section. Write your answers on the separate answer paper provided. 3 Fig. 3.1 shows the volume of freshwater resources available for different regions from surface water as run-off and losses due to evaporation. 8180 2510 4570 4600 loss due to evaporation run-off 5320 2970 10 100 12 200 16 200 18 100 14 100 17 700 5000 10 000 15 000 20 000 25 000 30 000 35 000 0 North America South America Europe Africa Asia Oceania volume of fresh water / km3 per year region Key Fig. 3.1 (a) With reference to Fig. 3.1, describe and suggest reasons for the regional differences in the supply of fresh water from run-off. [10] (b) With reference to countries at different levels of economic development, describe ways in which increasing water demands are being met. Assess the impact of growing demand upon the natural supplies of water. [30] [Total: 40]

13 8291/21/O/N/16 © UCLES 2016 [Turn over 4 Fig. 4.1 shows the global distribution of biodiversity as indicated by the number of species of plants per 10 000 km2. Tropic of Cancer Tropic of Capricorn Equator <100 number of plant species per 10 000 km2 100–200 201–500 501–1500 1501–5000 >5000 Key Fig. 4.1 (a) With reference to Fig. 4.1, describe and explain the patterns shown in the global distribution of biodiversity. [10] (b) Both natural and human factors influence the biodiversity of ecosystems. Using examples, assess to what extent methods used in ecosystem management are effective in maintaining this biodiversity. [30] [Total: 40]

14 8291/21/O/N/16 © UCLES 2016 5 Fig. 5.1 shows how human activity can lead to pollution and result in the formation of a ‘dead zone’ (an area of water with a depleted oxygen concentration). sea residential run-off agriculture and livestock run-off urban run-off precipitation dead algae dead fish ‘dead zone’ oxygen-depleted area denser saltwater fresh water roads water treatment ri ve r septic tank algae Fig. 5.1 (a) With reference to Fig. 5.1, explain how a ‘dead zone’ (an area of water with a depleted oxygen concentration) can form as a result of pollution from human activity. [10] (b) With reference to pollutants from both land and marine sources, evaluate management strategies that are aimed at reducing the pollution of marine environments. [30] [Total: 40]

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16 8291/21/O/N/16 © UCLES 2016 BLANK PAGE 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.

This document consists of 18 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level ENVIRONMENTAL MANAGEMENT 8291/21 Paper 2 October/November 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 October/November 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 – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks Section A 1(a)(i) Arctic Ocean summer sea ice, has less extent in 2007 compared to the average value for 1979 to 2007 / ORA; estimate of the change in extent, e.g. approximately 33% / a third; details of the change in extent, e.g. the East Siberian Sea is ice-free in summer 2007; 2 1(a)(ii) Award one mark for identifying the overall trend. Award one mark for further detail or use of data. trend shows an increasing summer melt area of the Greenland ice sheet / average melt area is increasing; use of data to provide evidence for the increasing trend, e.g. the difference between summer 1979 and summer 2007 shows an increase in melt area of 16.5 million km2; there are fluctuations / variations in the area melted, with some summers lower / higher than others; 2

Page 3 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 1(a)(iii) Maximum of 3 marks if there is no specific change to the water store or reference to only one water store. rise in temperature causes; increased melting of ice; will cause a reduced volume / percentage / store of ice; of freshwater; reference to further reduced extent of the Arctic Ocean ice cap in Fig. 1.1; rise in sea level; due to (increased) melting of ice sheet / glaciers; results in an increased volume / percentage / store of water in the seas / oceans; of saline water; reference to further increased melt area of the Greenland ice sheet in Fig.1.2; reference to seas in Fig. 1.1; increased volume of sea water due to thermal expansion of sea water; Credit ref. to correct changes in other water stores. Max. 4 marks if no reference to Fig. 1.1 or Fig. 1.2. 5

Page 4 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 1(b)(i) description of data on closures, e.g. by comparing 1983–1998 with 1999–2014: fewer years with no closures in 1999–2014; 5 years have no closures at all for 1983–1998, compared to only 1 year with no closures in 1999–2014; more closures in total between 1999–2014 than 1983–1998; increasing number of years with more than one closure in 1999–2014 than in 1983–1998; increasing number of closures per year; e.g., more than 10 in 2001, 2003, 2007 and 2014; 2014 has 48 in one year / highest value; 29 more than any other year; Credit similar use of data where the graph is split into different sections. 3

Page 5 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 1(b)(ii) example of other barrages; advantages: reduced risk of flooding (of low-lying land); ref. to land less than 5 metres in Fig. 1.3; protection of urban area; reference to Greater London area in Fig. 1.3; protection of properties, e.g. businesses / homes; protection of infrastructure; protection of freshwater supply; disadvantages: cost to build; maintenance cost; environmental concerns; aesthetic concerns; disruption to water transport; increasing number of closures required causes more (frequent) disruption, as shown in Fig. 1.4; closure is hard to predict, as shown in Fig. 1.4; could cause flooding of other areas; ref. to land areas in Fig.1.3 to east / west of Thames Barrier; may be ineffective with continuing sea-level rise; Max. 6 marks if no ref. to Fig. 1.3 or Fig. 1.4. Credit other suggestions. Credit other examples of barrages. Max. 5 marks for advantages or disadvantages alone. 8

Page 6 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 2(a)(i) a (gradual) change in the species / community; over time; from a pioneer community; (seral) stages in between; until a climax community is reached; reference to Fig. 2.1, e.g. lava is colonised by lichen, then different species become established, e.g. ferns, and eventually a mixed woodland is established; 2 2(a)(ii) biomass increases during succession (and plateaus at climax); explanation: availability of minerals for plant growth; from decomposition of organic matter; number / density of plants increase; size of plants increase; increased primary productivity; larger proportion of plant becomes woody material with an increased biomass store; biodiversity is low (in the pioneer community / initially) and becomes higher / peaks and then reduces slightly; explanation: bare lava is a hostile environment / no soil (in the pioneer community); few species can exist; the environment becomes less hostile / more favourable; more species colonise; increasingly complex food web; the availability of habitats / niches increases; 6

Page 7 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 2(a)(iii) more photosynthesis (per unit area); there is greater proportion of the biomass photosynthesising compared to the climax community / in the climax community more of the plant contains (non-photosynthetic biomass) woody material; less competition; for light; 2 2(b)(i) lava of different ages; so different timescales for soil formation (leads to different stages of succession); lava has resulted in a new succession beginning; reference to human activity, e.g. agricultural activity; resulting in arrested succession; wildfire; fire destroys the woody biomass; succession is reverted to an earlier stage of the succession; Accept other valid suggestions, e.g. difference in fertility. 2

Page 8 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 2(b)(ii) the preservation of fauna, flora, geomorphological structures and landscape / owtte; different habitats and lava of different ages, e.g. mixed woodland; the promotion of education and research; tour guides; monitoring of the environment; national park visitor centre; educational trail; information in the visitor centre; the restriction of harmful activities; boundary of the national park; separates the area from the pressures of human activity in surrounding urban area; control of access / gates; restricted access / tracks for vehicles; the promotion of recreational activities; tourism facilities; recreation trails taking visitors around specific areas and routes, around habitats, geological and geomorphological formations; the promotion of traditional agricultural activities and sustaining local livelihoods; traditional agricultural land use; vineyards and orchards; economic benefits, e.g. employment / tourism; Max. of 6 marks if no ref. to Fig. 2.3. Award one mark for a role of a national park and up to two marks for an elaboration of the role, which may use information from Fig. 2.3 as indicated. Accept other valid statements. 8

Page 9 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks Section B 3(a) A description of the regional differences in supply may refer to a plentiful supply of fresh water in Asia and South America, compared with lower volumes of fresh water in other regions such as Europe and Oceania. However, the proportion of fresh water available as run-off compared to the total volume of fresh water should be identified as being highest in North America and Asia, and lowest in Africa. In some regions run-off is significantly less than loss due to evaporation. Supporting data from Fig. 3.1 may reference, for example, more than 10 000 km3 available as run-off in South America and Asia, compared to less in Europe and Oceania. However, of the total volume in North America 18 280 km3, of which 8180, 45% is available as run-off. Although Africa has a total of 22 300 km3 of fresh water, only 4600, 20% is available as run-off, a greater proportion, approx. 80% is lost in evaporation. Suggested reasons may refer to higher annual temperatures resulting in higher evaporation rates, reducing the availability of water as surface run-off. There may be reference to the relative sizes of the regions and to other climatic factors, for example precipitation and the seasonal variation in availability of precipitation, e.g. a short monsoon season. Variation in the distribution of freshwater resources and access to water supply within regions may be considered. Please use level descriptors 1 10

Page 10 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 3(b) The question requirements are: • to consider an increasing demand for water in examples of countries at different levels of economic development • to describe ways of meeting an increasing demand • to assess the impact of a growing demand upon natural water supplies. Indicative content: There is an increased demand for water as a result of population growth and the need for access to freshwater supplies and increased sanitation. Intensive agriculture has expanded with an increasing demand for water for irrigation. Industrial development and energy requirements have also increased demand for water. A variety of ways of meeting demand can be considered, for example, building reservoirs and dams, use of pipelines, desalination, the use of deep wells, water treatment, the recycling of water and water conservation. The impact of a growing demand upon natural water supplies can be assessed. Examples could consider the diminishing water supplies as a result of pollution of surface water sources and groundwater. The overextraction of surface water and groundwater and the salinisation of freshwater supplies. Please use level descriptors 2 30

Page 11 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 4(a) High diversity is found in the areas near to the Equator, in the central equatorial regions. Low diversity is found in the polar regions and central continental areas. There is a high biodiversity, indicated by a high density of plant species of over 1501 in the regions of South and central America, Africa and Southern Europe and Asia. The lowest biodiversity, as indicated by a low density of less than 100, is found in the polar regions the Arctic and Antarctic and in Northern Africa, and central Asia. A low biodiversity of less than 200 is found in northern parts of Europe, Canada and Russia and central Australia. This pattern relates to the global distribution of the major biomes. These may be used to describe the distribution, for example high diversity in the tropical rainforest and monsoon rainforest, low diversity in the high-latitude tundra and desert areas, and a middle range of diversity in the savannah. The distribution is determined by factors such as temperature and precipitation. Biomes with favourable conditions, e.g. high temperatures and precipitation throughout the year as found in the tropical rainforest, have high primary productivity, energy flow and nutrient availability. Biomes with hostile conditions, e.g. arid environments with low rainfall have low productivity. Other explanations may refer to other factors, e.g. soils or altitude. Please use level descriptors 1 10

Page 12 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 4(b) The question requirements are: • to consider methods of ecosystem management • to assess the extent to which these methods are effective in maintaining biodiversity • to consider factors other than ecosystem management that influence the ecosystem. Indicative content: Methods used in ecosystem management to maintain biodiversity include conservation strategies through, for example, the creation of national parks or forest reserves or pollution control. The restoration of ecosystems through, for example, the re- introduction of species or the removal of invasive species and through preservation, for example, ecological islands, nature reserves and zoos. An assessment of the extent may consider where human activity has impacted upon the ecosystem, for example, by deforestation and agricultural land use but effective conservation is being practised, through sustainable agriculture and forestry. Alternatively, where anthropogenic factors have impacted to a large extent, but conservation is ineffective in maintaining biodiversity. There may be a consideration of the effect of natural factors on biodiversity beyond of the control of ecosystem management, e.g. drought and wildfires. Please use level descriptors 2 30

Page 13 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 5(a) Run-off and discharge into the river from the agricultural, residential and urbanised areas contains pollutants, e.g. fertilisers, detergents and sewage. The increased nutrient levels, e.g. nitrogen and phosphorus compounds, in the water results in eutrophication. Increased nutrient levels in the water cause enhanced growth of algae, which forms an algal bloom. The algae die, and sink to the bottom. There is an increase in decomposers using oxygen in the water for respiration. As the layer of salt water is denser than fresh water, the bottom layer is not mixed with the water above, or with oxygen from the air. Consequently, the water becomes a ‘dead zone’ due to a depleted oxygen concentration resulting in the death of fish and other aquatic organisms. Please use level descriptors 1 10

Page 14 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 2016 Question Answer Marks 5(b) The question requirements are: • to consider sources of pollution of marine environments • to consider management strategies for reducing pollution of marine environments when the pollution originates from the land and from the sea • to evaluate the management strategies. Indicative content: There should be reference to the land-based sources of pollution, for example both point and non-point sources may be considered, and organic and inorganic examples, e.g. sewage, fertilisers and metals. Marine sources of pollution should also be covered, e.g. dumping of waste or oil spills. Management strategies to reduce the sources of pollution from land can include, for example, timing of fertiliser treatment on agricultural land, water treatment, recycling of potential pollutants. Management strategies to reduce the sources of pollution from the sea may include shipping restrictions and exclusion zones or legislation on the dumping of waste at sea, double-hulled tankers etc. An evaluation of the management strategies may consider, for example, the difficulty in identifying the source of the pollution or in controlling marine pollution due to the effects of the pollution occurring some distance from the original source. Please use level descriptors 2 30

Page 15 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 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 16 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 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 17 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 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 18 Mark Scheme Syllabus Paper Cambridge International AS Level – October/November 2016 8291 21 © UCLES 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