Cambridge A Level Environmental Management (AS only) 8291 — 2024 Oct/Nov Paper 1 · Variant 1

This document has 20 pages. Any blank pages are indicated. [Turn over Cambridge International AS Level DC (CE/FC) 336917/4 © UCLES 2024 ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Principles of Environmental Management October/November 2024 1 hour 45 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Section A: answer all questions. ● Section B: answer one question. ● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● You may use a calculator. ● You should show all your working and use appropriate units. INFORMATION ● The total mark for this paper is 80. ● The number of marks for each question or part question is shown in brackets [ ]. * 7 5 5 2 2 3 4 8 7 7 * ,










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3 8291/11/O/N/24 © UCLES 2024 [Turn over Section A Answer all questions in this section. 1 (a) Energy resources can be classified as renewable or non-renewable. (i) Complete the diagram by drawing a line to classify each of the energy resources. One has been done for you. energy resource classification bioethanol biogas nuclear natural gas geothermal renewable non-renewable [2] (ii) Explain how an energy resource can be renewable but not sustainable. ĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭ ĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭ ĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭ ĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭĭ [2] * 0000800000003 * ,










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4 8291/11/O/N/24 © UCLES 2024 (b) Fig. 1.1 shows the percentage of electricity generated from different energy resources in four countries in 2020. 0 20 40 percentage of electricity generated country South Africa China USA Sweden 100 coal Key oil natural gas nuclear hydroelectric other 60 80 Fig. 1.1 (i) Compare the percentage of electricity generated from different energy resources in the USA and China in 2020. … … … … … … [3] * 0000800000004 * ,










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5 8291/11/O/N/24 © UCLES 2024 [Turn over (ii) A student says that South Africa is likely to experience energy insecurity in the future. Use Fig. 1.1 to suggest why. … … … … … … [3] (iii) State three impacts of energy insecurity. 1 … 2 … 3 … [3] [Total: 13] * 0000800000005 * ,










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6 8291/11/O/N/24 © UCLES 2024 2 (a) Fig. 2.1 shows a geospatial map of a forest produced using images taken from a satellite. 100 m trees bare ground Fig. 2.1 (i) Explain the term geospatial. … … … … [2] (ii) Geospatial maps can be used to collect big data. State one benefit and one limitation of big data. benefit … … limitation … … [2] (iii) Geospatial maps can be used to study the water cycle. Draw an X on the map in Fig. 2.1 to show a region of high surface run-off. Explain your choice of region. … … [1] * 0000800000006 * ,










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7 8291/11/O/N/24 © UCLES 2024 [Turn over (iv) Images from geospatial maps are used to estimate the number of trees in a forest. Describe one sampling method to estimate the number of trees in a forest. … … … … … … … … [4] (b) Trees photosynthesise and respire. Explain the effect of photosynthesis and respiration in trees on the carbon cycle. photosynthesis … … … … … … respiration … … … … … … [6] [Total: 15] * 0000800000007 * ,










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8 8291/11/O/N/24 © UCLES 2024 3 (a) Fig. 3.1 shows a heron and aquatic plants in a wetland ecosystem. Fig. 3.1 (i) Define the term ecosystem. … … … [2] (ii) Wetlands contain many species of aquatic plant. Describe how the aquatic plants in Fig. 3.1 compete with each other. … … … … … … … … … … [5] * 0000800000008 * ,










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9 8291/11/O/N/24 © UCLES 2024 [Turn over (b) Wetlands produce approximately 30% of atmospheric methane. (i) Explain the role of atmospheric methane in climate change. … … … … … … … … [4] (ii) State two sources of atmospheric methane other than wetlands. 1 … 2 … [2] * 0000800000009 * ,










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10 8291/11/O/N/24 © UCLES 2024 (c) Fig. 3.2 shows the mean concentration of atmospheric methane in parts per billion (ppb) between 1990 and 2020. 1675 1625 1725 1775 1825 1875 1990 1995 2000 year mean concentration of atmospheric methane / ppb 2005 2010 2015 2020 Fig. 3.2 (i) Calculate the percentage increase in the mean concentration of atmospheric methane between 1990 and 2020. Give your answer to three significant figures. … % [3] (ii) Suggest why the percentage increase in (i) is an estimate and not an actual value. … … … …[2] [Total: 18] * 0000800000010 * ,










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12 8291/11/O/N/24 © UCLES 2024 4 Fig. 4.1 shows two strategies for managing water security. strategy 2 strategy 1 Fig. 4.1 (a) Define the term water security. … … … … [2] (b) Name strategy 1 and strategy 2. strategy 1 … strategy 2 … [2] * 0000800000012 * ,









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13 8291/11/O/N/24 © UCLES 2024 [Turn over (c) Suggest two ways that strategy 2 can be improved to increase water security. 1 … … 2 … … [2] (d) Strategy 2 can lead to severe water insecurity if no other water is available. Explain the impacts of severe water insecurity on subsistence agriculture. … … … … … … [3] (e) Describe the benefits and limitations of strategy 1 for managing water security. benefits … … … … … limitations … … … … … [5] [Total: 14] * 0000800000013 * ,









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14 8291/11/O/N/24 © UCLES 2024 Section B Answer one question. EITHER 5 ‘Plastics have a greater impact on ecosystems than other pollutants.’ To what extent do you agree with this statement? Give reasons and include information from relevant examples to support your answer. [20] OR 6 Evaluate the success of national and international agreements for managing climate change. Give reasons and include information from relevant examples to support your answer. [20] … … … … … … … … … … … … … … … … … … … * 0000800000014 * ,









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20 8291/11/O/N/24 © UCLES 2024 The boundaries and names shown, the designations used and the presentation of material on any maps contained in this question paper/insert do not imply official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its authorities, or of the delimitation of its frontiers or boundaries. 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. … … … … … … … … … … … … … … … … … … … … … … * 0000800000020 * ,










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This document consists of 14 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge International AS Level ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Principles of Environmental Management October/November 2024 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 October/November 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 2 of 14 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 descriptions 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 October/November 2024 © Cambridge University Press & Assessment 2024 Page 3 of 14 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. Science-Specific Marking Principles 1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks should not be awarded if the keywords are used incorrectly. 2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored. 3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection). 4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted. 5 ‘List rule’ guidance For questions that require n responses (e.g. State two reasons …): • The response should be read as continuous prose, even when numbered answer spaces are provided. • Any response marked ignore in the mark scheme should not count towards n. • Incorrect responses should not be awarded credit but will still count towards n. • Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should be treated as a single incorrect response. • Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 4 of 14 6 Calculation specific guidance Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show your working’. For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values. For answers given in standard form (e.g. a  10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme. Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded. Exceptions to this general principle will be noted in the mark scheme. 7 Guidance for chemical equations Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme. State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 14 Question Answer Marks 1(a)(i) line from biogas and geothermal to renewable; line from nuclear and natural gas to non-renewable; 2 1(a)(ii) renewable if it is not used up / replaced (naturally) / constantly replenished; not sustainable if it is used at a faster rate than can be replaced / not available for future needs or generations; not sustainable in the long term if the materials needed to harness the energy are in limited supply e.g. silicon for solar panel manufacture; 2 1(b)(i) any three from: China uses a greater percentage from coal than the USA; China uses a greater percentage from hydroelectric; China uses a greater percentage from non-renewables; USA uses a greater percentage from oil than China; USA uses a greater percentage from natural gas than China; USA uses a greater percentage from nuclear; both use similar percentage of other resources; comparative data quote; 3 1(b)(ii) any three from: has large reliance on one energy resource; doesn’t use all available resources / doesn’t use hydroelectric; reliance on coal / oil / gas / fossil fuels; which are non-renewable; finite supply / will run out; increases environmental impacts; 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 14 Question Answer Marks 1(b)(iii) any three from: disrupted electricity supply to homes / industry; increasing prices for energy resources; increasing costs for industry / lower productivity; job losses / unemployment / economic recession; (increased levels of) poverty / low standards of living; reliance on imported sources of energy; civil disruption / conflict; disrupted information technology / lines of communication; 3 Question Answer Marks 2(a)(i) (linked to a) geographical location or area / map; any one from: data gathered / data collection; computer generated / using technology; 2 2(a)(ii) benefit: large amount of data / fast data capture / fast processing / computerised processing / global access to data; limitation: questions over trustworthiness of data / ways data can be used / bias used / difficulty identifying correlation / would need to be stored securely / questions over accuracy or reliability of data; 2 2(a)(iii) X on map anywhere except forest and no trees (to capture water) / bare ground does not hold water; 1

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 14 Question Answer Marks 2(a)(iv) any four from: map with grid of known area; a random method described e.g. randomly choose coordinates / random number generator / use device to generate coordinates; a systematic method described e.g. transect line with regular intervals / at every nth distance; count trees and calculate mean number (in total grid area); idea of scaling up; 4 2(b) any six from: photosynthesis converts (atmospheric) carbon dioxide to glucose / sugar / organic molecules; using light energy / sunlight / energy from the sun; traps carbon / trees act as carbon sinks / stores / carbon is taken out of atmosphere; trees are producers so they add carbon to food chains / act as carbon sources; respiration converts glucose / sugar / organic molecules to carbon dioxide; using oxygen / intake oxygen; adds carbon dioxide / releases carbon dioxide to the atmosphere; 6

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 14 Question Answer Marks 3(a)(i) interaction between living organisms / biotic components; and their environment / non-biotic / abiotic components; 2 3(a)(ii) any five from: inter-specific; between plants of different species; intra-specific; between individuals of the same species; tends to be the most severe; because competing for the same resources; for light / carbon dioxide; for photosynthesis; space / nutrients / oxygen / pollinators; 5 3(b)(i) any four from: methane is a greenhouse gas; enhanced greenhouse effect; absorbs infrared radiation / longwave radiation; traps heat / energy in the atmosphere; increased global temperatures / global warming; 4 3(b)(ii) any two from: landfill; extraction of fossil fuels; rice fields; melting of permafrost; cattle / livestock; termites / named insect; microorganisms; 2 3(c)(i) 1825 and 1705 seen / (1825-1705) ÷ 1705  100; 7.038; answer rounded to 3 sig figs; 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 14 Question Answer Marks 3(c)(ii) any two from: values are averages; concentration not constant / fluctuates / changes by location; measurements represent a small sample of the atmosphere which are then scaled up to represent the whole atmosphere; 2

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 14 Question Answer Marks 4(a) the ability to access enough / sufficient quantities of clean water; to maintain adequate standards of food and manufacturing of goods, adequate sanitation and sustainable healthcare; 2 4(b) strategy 1 reservoir / dam; strategy 2 rain water catchment / water butt; 2 4(c) any two from: cover barrels; overflow pipe from barrel 1 to barrel 2; more / larger, barrels; put gutter round whole roof; ensure roof feeds into the gutter; 2 4(d) any three from: reduced crop yield / crop failure; water needed for photosynthesis / prevents wilting; livestock cannot reproduce / poor growth rates / death; food shortages / food insecurity; malnutrition / famine / starvation; illness caused by contaminated drinking water; named illness e.g. diarrhoea / cholera; reliance on aid; human migration; 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 14 Question Answer Marks 4(e) any five from: benefit (max 4): large volume of water; low running cost; habitat creation / increase in biodiversity; recreational opportunities; potential source of food (fish); creates jobs / benefits local economy; water supply is managed to deal with periods of high and low rainfall; limitation (max 4): people forced to move; historic sites lost / family homes lost; high set-up cost; habitat destruction / decrease in biodiversity; if not well built, dams can fail causing catastrophic flooding / dams can reactivate faults leading to earthquakes; 5

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 14 Question Answer Marks 5 Plastics have a greater impact on ecosystems than other pollutants. To what extent do you agree with this statement? Give reasons and include information from relevant examples to support your answer. The question requirements are to: • show an understanding of plastic and microplastic pollution • describe other pollutants including greenhouse gases, sulfur dioxide and oxides of nitrogen, toxic substances e.g. heavy metals or radioactive isotopes, fertilisers and pesticides, human and animal waste • explain how these pollutants impact ecosystems including climate change / global warming / enhanced greenhouse effect, acid deposition, bioaccumulation and biomagnification, eutrophication, diseases such as cholera • evaluate the statement Candidates may describe pollutants and impacts using specific examples and case studies. Impacts may be individual, local, national and international. Candidates are likely to have mixed opinions about the statement but their answer should be balanced. Answers should be supported by case studies / relevant examples where this provides balanced evidence. 20

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 13 of 14 Question Answer Marks 6 Evaluate the success of national and international agreements for managing climate change. Give reasons and include information from relevant examples to support your answer. The question requirements are to: • show an understanding of climate change including global warming / enhanced greenhouse effect • show an understanding of the impacts of climate change on the environment including temperature and precipitation, sea level, ocean and wind circulation, melting of sea ice, ice sheets, glaciers and permafrost, species distribution and biodiversity • show an understanding of the impacts of climate change on the human population including increased frequency and severity of extreme, weather events leading to flooding and loss of land, drought and wild fires, damage to property and loss of life during extreme weather events, forced migration, impacts on crop yields and increased pest outbreaks, impacts on food, energy and water security Describe successful and less successful examples for managing climate change including: • reduction of global and individual carbon footprint (fewer children per woman, eating a plant-based diet, adopt an energy-efficient lifestyle) • switching to low-carbon fuels • reducing the use of fossil fuels • using alternative forms of energy • transport policies • use of carbon capture and storage • reducing deforestation, increasing reforestation and afforestation • energy efficient buildings and infrastructure • adaptation to climate change • national and international agreements • evaluate the statement on a local, country and global level Candidates may provide a definition of climate change along with an understanding of its importance. Candidates may use specific examples of individual, local and national strategies and impacts, including case studies. The examples should be balanced and show successful and less successful strategies. Candidates are likely to be split over their conclusion but their answer should be balanced. Answers should be supported by case studies / relevant examples where this provides balanced evidence.

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 14 of 14 Level AO2: Information handling and analysis Marks 3 • Responses contain reasoned explanations with knowledge that indicates a strong conceptual understanding of the topic. • Incorporates frequent use of directly relevant examples. 7–8 2 • Responses contain explanations with some gaps or errors in the reasoning. • Explanations may lack detail or accurate knowledge. • Examples are included but some opportunities to include relevant examples are missed. 4–6 1 • Responses contain a few general points, which are mainly descriptive, comprising a few simple points. • Knowledge is basic and understanding may be poor and lack relevance to the question set. • Irrelevant or no examples are given. 1–3 0 • No creditable response. 0 Level AO3: Investigation skills and making judgements Marks 4 • Clearly presents and develops both sides of the argument. • Judgements are fully supported with relevant qualitative and / or quantitative information. • Clear, balanced conclusion which is consistent with the question and candidate response. 10–12 3 • One side of the argument is better developed than the other. • Judgements are partially supported with qualitative and / or quantitative information. • Conclusion is consistent with the question and candidate response. 7–9 2 • Describes only one side of the argument. • Judgements have minimal support, qualitative or quantitative information lacks relevance. • Conclusion may be inconsistent with the question and candidate response. 4–6 1 • Response is descriptive. • Minimal judgement is made, unsupported by qualitative or quantitative information. • Conclusion is inconsistent with the question and candidate response, or no conclusion made. 1–3 0 • No creditable response. 0