Cambridge A Level Environmental Management (AS only) 8291 — 2018 May/June Paper 1 · Variant 1

* 7 7 4 0 6 2 4 7 1 4 * This document consists of 12 printed pages. DC (CE/CT) 152271/3 © UCLES 2018 [Turn over Cambridge International Examinations Cambridge International Advanced Subsidiary Level ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Lithosphere and Atmosphere May/June 2018 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. For Examiner’s Use Section A 1 2 Section B Total

2 8291/11/M/J/18 © UCLES 2018 Section A Answer all questions in this section. Write your answers in the spaces provided. 1 (a) Fig. 1.1 is a simplified diagram of the Earth’s energy budget with energy transfers shown in arbitrary units. sun incoming solar radiation 100 reflected 29 thermal radiation from the atmosphere 59 outgoing radiation 12 atmosphere space Earth absorbed by the atmosphere absorbed by the surface 48 thermal radiation absorbed by the atmosphere 5 thermal radiation from the surface 17 evaporation 25 convection X Y Fig. 1.1 (i) State what is meant by the term incoming solar radiation. … …[1] (ii) Calculate the value for X shown on Fig. 1.1. Show your working. X = … arbitrary units [2]

3 8291/11/M/J/18 © UCLES 2018 [Turn over (iii) Calculate the value for Y shown on Fig. 1.1. Show your working. Y = … arbitrary units [2] (iv) Explain why the term budget is used when describing Fig. 1.1. … … … …[2] (v) Explain how both evaporation and convection result in an energy transfer from the Earth to the atmosphere as shown in Fig. 1.1. … … … … … …[3] (vi) Suggest how the balance of transfers shown in Fig. 1.1 might vary if there is: an absence of cloud cover … … … … a major volcanic eruption. … … … … [4]

4 8291/11/M/J/18 © UCLES 2018 (b) Fig. 1.2 shows information about global surface temperatures and carbon dioxide emissions from 1850 to 2014. -1.0 -0.8 -0.6 -0.4 -0.2 0.0 0.2 0.4 10 15 20 25 30 35 40 0 5 1850 1900 1950 2000 1850 1900 1950 2000 average change in global surface temperature / ℃ carbon dioxide emissions from human activity / gigatonnes per year year year The temperature changes are relative to the average over the period 1986 to 2005. Fig. 1.2

5 8291/11/M/J/18 © UCLES 2018 [Turn over (i) With reference to Fig. 1.2, outline the trends in average change in global surface temperature from 1850 to 2014. … … … …[2] (ii) With reference to Fig. 1.2, suggest how and why changes in global carbon dioxide emissions might be linked to changes in global surface temperature. … … … … … … … …[4] [Total: 20]

6 8291/11/M/J/18 © UCLES 2018 2 (a) Fig. 2.1 is a simplified map to show the location of the plate boundary known as the North Anatolian Fault in northern Turkey. km 0 100 Anatolian Plate Eurasian Plate Aegean Sea N Black Sea Istanbul Sea of Marmara Izmit 19991967 1957 1944 1943 1942 1939 2.5cm per year Key plate boundary settlement direction of plate movement relative plate movement historical earthquake epicentre with date Fig. 2.1 (i) Name the type of plate boundary shown in Fig. 2.1. … [1] (ii) Describe the movement of the Anatolian plate shown in Fig. 2.1. … … … …[2] (iii) Explain why the area shown in Fig. 2.1 experiences earthquakes. … … … … … …[3]

7 8291/11/M/J/18 © UCLES 2018 [Turn over (iv) Describe the pattern of historical earthquake epicentres shown in Fig. 2.1. … … … … … …[3] (v) Explain the process which makes it likely that the location of the next major earthquake in this area will be at the western end of the North Anatolian Fault. … … … …[2]

8 8291/11/M/J/18 © UCLES 2018 (b) Fig. 2.2 is a newspaper report of the earthquake that occurred on 17 August 1999 near the city of Izmit. Earthquake strikes north-west Turkey 18 August 1999 An earthquake with a magnitude of 7.6 struck a region to the south-east of Istanbul at 03:00 local time yesterday. The epicentre lay 11 km from the city of Izmit. The rupture took place along a 150 km section of the North Anatolian Fault and resulted in a 0.25 m surface displacement. High casualty figures are expected and it is estimated that up to 500 000 people may be homeless. There is a large fire at an oil refinery. A 2.5 m high tsunami wave has swept across the Sea of Marmara. Fig. 2.2 (i) Referring to Fig. 2.2, suggest why this earthquake caused a high loss of life and much damage to property. … … … … … … … … … …[5]

9 8291/11/M/J/18 © UCLES 2018 [Turn over (ii) Fig. 2.3 shows a design for a tall building. Add labels to Fig. 2.3 to show how the design could be adapted to resist ground deformation and shaking in earthquake-prone areas. ground tall building Fig. 2.3 [4] [Total: 20]

10 8291/11/M/J/18 © UCLES 2018 Section B Answer one question from this section. Write your answers on the separate answer paper provided. 3 Fig. 3.1 suggests ways the global natural environment is changing. temperature over oceans air temperature near surface (troposphere) water vapour sea surface temperature sea ice ocean heat content sea level glaciers and ice sheets snow cover temperature over land Key increase decrease Fig. 3.1 (a) Describe possible implications of the changes shown in Fig. 3.1 for people and the natural environment. [10] (b) Compare the success of strategies to reduce atmospheric pollution at a local level with strategies to reduce atmospheric pollution at a global level. [30] [Total: 40]

11 8291/11/M/J/18 © UCLES 2018 [Turn over 4 Fig. 4.1 shows energy consumption and renewable energy production in a more economically developed country (MEDC). 0 6000 7000 8000 9000 10 000 5000 4000 3000 2000 1000 2005 2010 2015 2020 2025 2030 2040 2050 year energy / 1015 J energy consumption by sector type of renewable energy production transport industry commercial domestic solar power geothermal biomass wind power hydroelectric power (HEP) past predicted Fig. 4.1 (a) Analyse the information in Fig. 4.1 and suggest what it might indicate about the energy policy of the country. [10] (b) ‘Fossil fuels should not be involved in meeting future energy needs.’ To what extent do you agree with this statement? [30] [Total: 40]

12 8291/11/M/J/18 © UCLES 2018 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. 5 Fig. 5.1 shows the number of deaths linked to urban air pollution in a year. urban air pollution deaths per million population 0 – 49 50 – 249 250 – 399 > 400 data not available N North America South America Africa Europe Asia Oceania Fig. 5.1 (a) Describe the distribution of deaths linked to urban air pollution shown in Fig. 5.1 and suggest reasons for the distribution. [10] (b) Discuss the extent to which the problem of both air pollution and noise pollution can be solved by reducing vehicle traffic. [30] [Total: 40]

IGCSE™ is a registered trademark. This document consists of 16 printed pages. © UCLES 2018 [Turn over Cambridge Assessment International Education Cambridge International Advanced Subsidiary Level ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 May/June 2018 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the May/June 2018 series for most Cambridge IGCSE™, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 2 of 16 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 3 of 16 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 4 of 16 Question Answer Marks 1(a)(i) shortwave energy / energy emitted by the sun / energy received at the outer atmosphere / energy entering the earth’s system; 1 1(a)(ii) X = 23; 100 – (48 + 29) / 77 / 48 + 29; 2 1(a)(iii) Y = 6; 48 – (25 + 17) / 42 / 25 + 17; 2 1(a)(iv) incoming and outgoing / inputs and outputs; AW balance / equilibrium; 2 1(a)(v) Evaporation: liquid water absorbs solar energy at surface; turns to water vapour; rises / goes into the atmosphere; condenses back to cloud and rain; releasing stored latent heat; Convection: air in contact with ground warms / heat conducted from ground to air; warm air rises / expands / becomes less dense / becomes buoyant; warm air cools by expansion; transferring heat (energy up into the atmosphere); 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 5 of 16 Question Answer Marks 1(a)(vi) Absence of cloud cover: an absence of cloud cover will result in less incoming shortwave solar energy being reflected / absorbed by the atmosphere (decreased albedo); increasing the amount reaching the Earth’s surface; the absence of cloud will increase the amount of outgoing longwave terrestrial energy escaping; Major volcanic eruption: volcanic activity can push aerosols / ash / particles high into the atmosphere (stratosphere); resulting in an increase in amount of incoming energy being reflected / scattered / absorbed; reducing the proportion reaching the earth’s surface; natural climate forcing / drivers; local increased surface temperatures / convection; dark lava flows reducing albedo of surface; emissions of SO2 have cooling effect; 4 1(b)(i) fluctuating (below average prior to 1920); (overall) rises over time; rising in early 20th century; levelling off in mid-century; consistently rising in late 20th / early 21st century; specific reference to spike / trough years; 2

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 6 of 16 Question Answer Marks 1(b)(ii) broad positive correlation between the two variables / as CO2 emissions increase so do average global temperatures; CO2 acts as a greenhouse gas / greenhouse effect; increase in (man-made) CO2 emissions results in atmosphere absorbing / storing more heat; forcing climate warming / change; raising land and sea surface temperatures / increasing global temperatures; 4

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 7 of 16 Question Answer Marks 2(a)(i) conservative / transform / passive; 1 2(a)(ii) the Anatolian plate is moving westward / to the left (on the map); relative to the movement of the Eurasian Plate; at a rate of 2.5 cm per year; 2 2(a)(iii) it is at a plate boundary; plates sliding past each other; creating friction; causes movement to be irregular; the build-up of stress / pressure; results in a sudden release / triggering earth tremors; 3 2(a)(iv) a linear pattern; following the line of the plate boundary; newest to the west / oldest to the east / correct reference to dates; relationship between distance apart and time interval / they get closer together but less frequent on average; 3 2(a)(v) release of stress at one point on the fault; results in increased stress immediately at the next point; past earthquakes have progressively occurred westward leading towards Istanbul; correct reference to events in the mantle; 2

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 8 of 16 Question Answer Marks 2(b)(i) magnitude of earthquake; time of day; proximity to the city of Izmit; population density; impact of tsunami wave; building materials e.g. reinforced concrete; lack of monitoring facilities; lack of preparedness; AW 5

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 9 of 16 Question Answer Marks 2(b)(ii) steel frame / interlocking; sway with the earth movements; moving weights on roof; reduce movement; reinforced lift shafts; allow escape / rescue; rubber shock absorbers between building and foundation; absorb the force of the tremors; deep foundations; reduce effect of surface movement; flexibility; prevents falling debris; automated window shutters; close to prevent falling glass; reinforced glass; resist breaking; AW 4

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 10 of 16 Question Answer Marks 3(a) people environment rising sea level costly coastal defences; loss of farmland; salinisation; coastal erosion; loss of habitat; rising ocean heat thermal expansion and rising sea levels as above; damage to coastal tourism; coral damage; declining sea ice improved navigation; habitat loss; rising land temperatures drought; soil damage; soil erosion; decreasing glacier and snow cover damage to tourist industry; water availability; habitat loss; loss of land insulation; rising air temperature human health problems; increasing storm activity; more water vapour flooding; costly flood defence work; increased precipitation; Please use level descriptors 1 10

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 11 of 16 Question Answer Marks 3(b) The question requirements are: • to outline a range of strategies to reduce air pollution at a global scale • to outline a range of strategies to reduce air pollution at a local scale • to compare local and global strategies • to evaluate the relative success of local versus global strategies with reference to examples Indicative content: Global strategies resulting from named international climate conferences and agreements should be compared with local initiatives, in particular in industrial and urban areas. Local strategies may include car sharing, catalytic converters, expansion of public transport, congestion charging, park and ride; controls on factory emissions, introduction of scrubbers. International agreements are difficult to achieve, not always adhered to and some countries won’t sign or withdraw after signing, or simply ignore. Montreal – CFCs and Ozone Kyoto – Greenhouse emissions (but only developed countries) Paris – global warming and limit to temperature rise through further emission reduction Candidates are likely to describe a range of types of atmospheric pollution and the causes but they must focus on the strategies and their comparative successes. Please use level descriptors 2 30

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 12 of 16 Question Answer Marks 4(a) Data suggests that the energy policy may be focused on reducing fossil fuel use while increasing renewable energy production. A steady decline in energy consumption is apparent in all sectors. Over the same period there has been a steady increase in renewable energy production, especially from geothermal and solar sources post 2015. Energy conservation may be responsible for declining consumption through more efficient use of energy e.g. industrial machinery, car engines. A reduction in the dependence on fossil fuels may be a result of concerns about climate change and global warming and the need to meet internationally agreed targets for reducing carbon emissions. Please use level descriptors 1 10 4(b) The question requirements are: • to state the arguments for eliminating fossil fuels as energy sources in the long term • to state the arguments why this may be too challenging in the short term • to come to a balanced conclusion Indicative content: Candidates are likely to compare the environmental imperative to reduce fossil fuel use with the economic and pragmatic arguments for its continued use. Answers may reflect on the emerging economies and the high energy value and low-cost benefits of fossil fuels before describing technological developments to minimise impact of fossil fuels in future, the nuclear debate, the opportunities and challenges for renewable or alternative energy sources. Please use level descriptors 2 30

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 13 of 16 Question Answer Marks 5(a) The highest mortality rates are to be found in N. America, N.W. and E. Europe, N. Asia and the southern half of S America. This may be explained by the fact that these are largely industrialised countries, energy producers, countries relying on solid fuel energy sources producing particulates injurious to human health. Population density and affluence is also likely to be a factor particularly car ownership. The quality of cars owned will also contribute. Newly industrialised countries may or may not prioritise pollution controls. Countries with low mortality rates may have less developed economies or industrial sectors and less vehicle transport. Please use level descriptors 1 10 5(b) The question requirements are: • to explain the links between vehicle traffic and air pollution • to explain a range of strategies to reduce this impact • to conclude as to the extent the assertion is true Indicative content: Candidates are expected to show a clear knowledge of the links between traffic and both types of pollution and exemplify e.g. ground level ozone, smog and noise. Diesel particulates may be considered. An understanding is expected that there are other sources of pollution e.g. industry and power stations. Good answers will clearly conclude as to the extent the statement is correct and can suggest that improving the efficiency of vehicles (candidates are likely to refer to catalytic converters, car sharing and improved public transport) and the move to electric cars and cars that switch off in queues etc. as possible ways forward. Please use level descriptors 2 30

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 14 of 16 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 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

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 15 of 16 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 balance of content • may not contain evaluations • make limited use of relevant vocabulary

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2018 © UCLES 2018 Page 16 of 16 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