Cambridge A Level Environmental Management (AS only) 8291 — 2025 May/June Paper 1 · Variant 1

This document has 20 pages. [Turn over Cambridge International AS Level ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Principles of Environmental Management May/June 2025 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 [ ]. * 3 7 5 4 0 6 9 7 6 5 * DC (KS/JG) 347041/2 © UCLES 2025 ,










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2 8291/11/M/J/25 © UCLES 2025 Section A Answer all questions in this section. 1 (a) Evaporation is a process in the water cycle. State what is meant by evaporation of water. … … [1] (b) Fig. 1.1 shows interception of water. Fig. 1.1 (i) Describe how interception affects the water cycle. … … … … … [2] * 0000800000002 * ,










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3 8291/11/M/J/25 © UCLES 2025 [Turn over (ii) Table 1.1 shows processes in the water cycle. Place a tick (✓) in Table 1.1 to show which processes add water to ground water stores. Table 1.1 process add water to ground water stores evaporation infiltration precipitation surface run‑off transpiration [2] (c) Table 1.2 shows the percentage of fresh water withdrawn from water sources by industry in countries from different income groups. Table 1.2 country percentage of fresh water withdrawn by industry income group China 22 MIC France 71 HIC Germany 81 HIC Haiti 4 LIC Malaysia 30 MIC Rwanda 11 LIC (i) Use Table 1.2 to describe the relationship between income group and the percentage of fresh water withdrawn from water sources by industry. … … [1] (ii) Mongolia is a MIC. Predict the percentage of fresh water withdrawn from water sources by industry in Mongolia. Use Table 1.2 to explain your prediction. prediction … explanation … … … [2] * 0000800000003 * ,










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4 8291/11/M/J/25 © UCLES 2025 (d) Permafrost is a water source. Permafrost can be classified as continuous and discontinuous. A location with: • continuous permafrost has 90% of the area with permafrost • discontinuous permafrost has between 50% and 90% of the area with permafrost. Fig. 1.2 shows the distribution of permafrost in the Arctic in 2015. X Asia North pole North pole Key continuous permafrost discontinuous permafrost Fig. 1.2 (i) Identify continent X. … [1] (ii) Describe the distribution of permafrost shown in Fig. 1.2. … … … … … … … [3] * 0000800000004 * ,










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5 8291/11/M/J/25 © UCLES 2025 [Turn over (iii) Global temperatures are predicted to increase. Predict the distribution of permafrost in the Arctic in 2035. Use the key to draw your prediction on Fig. 1.3. Label the distribution. North pole North pole Key continuous permafrost discontinuous permafrost [2] Fig. 1.3 (iv) Methane is trapped in permafrost. Explain how methane increases global temperatures. … … … … … … [3] [Total: 17] * 0000800000005 * ,










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6 8291/11/M/J/25 © UCLES 2025 2 (a) A scientist investigates the biodiversity of a grassland biome. (i) Describe how a quadrat is used in a random sampling strategy to estimate the populations of plant species in a 1 km2 area. In your answer include: • how you will randomly sample the area with a quadrat • the variables to control • how to ensure the results are reliable • how the total population will be estimated. … … … … … … … … … … … … [6] (ii) State two limitations of using a quadrat to estimate the populations of plant species in random sampling strategies. 1 … … … 2 … … … [2] * 0000800000006 * ,










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7 8291/11/M/J/25 © UCLES 2025 [Turn over (b) Table 2.1 shows the populations of the plant species in the grassland biome. Table 2.1 species population (number of individuals n) N n N n 2 ` j shiny star grass 35 butter gerbera 360 heart vine 95 sheepfig 230 hairy crabgrass 120 N = N n 2 = R` j n = number of individuals N = total number of individuals (i) Complete Table 2.1. [4] (ii) Calculate Simpson’s index of diversity, D, using the formula: D = 1 – N n 2 R c ` j m D = … [1] (iii) The scientist compared the Simpson’s index of diversity of a different grassland biome to a tundra biome. The values are shown in Table 2.2. Table 2.2 biome Simpson’s index of diversity grassland 0.81 tundra 0.33 Compare the biodiversity of the two biomes. … … [1] * 0000800000007 * ,










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8 8291/11/M/J/25 © UCLES 2025 (iv) Table 2.3 describes the climate, soil type and vegetation in grassland and tundra biomes. Complete Table 2.3. Table 2.3 biome grassland tundra climate different seasons with moderate temperatures soil type thin (shallow) soil with few nutrients vegetation grasses, shrubs and small trees [3] [Total: 17] * 0000800000008 * ,










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9 8291/11/M/J/25 © UCLES 2025 [Turn over 3 (a) Table 3.1 shows information about three cities in China in 2022. Table 3.1 city Shanghai Tianjin Beijing population / million people 28.517 13.866 21.893 area of city / km2 6340 11 946 16 410 population density / people km–2 1161 1334 (i) Calculate the population density of Shanghai in 2022. Give your answer as a whole number. … people km–2 [2] (ii) Suggest three factors that explain the difference in population density between Beijing and Tianjin. 1 … … 2 … … 3 … … [3] * 0000800000009 * ,










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10 8291/11/M/J/25 © UCLES 2025 (b) Fig. 3.1 shows the annual percentage population change against median age for ten countries. The median age has the same number of people above and below that age. 15 20 25 30 35 40 45 50 median age / years –1 0 1 2 3 annual percentage population change Afghanistan Nigeria Jordan Bangladesh Malaysia Brazil Australia China Cuba Japan Fig. 3.1 (i) Use Fig. 3.1 to determine the: • median age for China … • annual percentage population change for Australia. … [2] (ii) Describe the relationship between the annual percentage population change and the median age for the countries shown in Fig. 3.1. … … … [1] * 0000800000010 * ,










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11 8291/11/M/J/25 © UCLES 2025 [Turn over (c) State three factors that affect population change. 1 … … 2 … … 3 … … [3] (d) Japan has an ageing population. State three impacts of ageing populations. 1 … … 2 … … 3 … … [3] [Total: 14] * 0000800000011 * ,









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12 8291/11/M/J/25 © UCLES 2025 4 (a) Fig. 4.1 shows a crop grown for biofuel. Fig. 4.1 (i) The biofuel crop is combusted to release thermal energy. Name two other types of biofuel. 1 … 2 … [2] (ii) Explain why biofuels are a renewable energy resource. … … … … [2] (iii) State two benefits of using biofuel as an energy resource, other than being renewable. 1 … … 2 … … [2] * 0000800000012 * ,









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13 8291/11/M/J/25 © UCLES 2025 [Turn over (iv) Explain how the biofuel crop in Fig. 4.1 reduces biodiversity. … … … … [2] (v) Explain how biofuels decrease food security. … … … … … … … … [3] (b) Table 4.1 shows the global production of energy from biofuels between 2000 and 2022. Table 4.1 year production of energy from biofuels / 109 kilowatt hours 2000 110 2005 230 2010 700 2015 900 2020 1050 2022 1020 Use Table 4.1 to identify the 5‑year period with the greatest increase in energy production from biofuels. from … to … [1] [Total: 12] * 0000800000013 * ,









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14 8291/11/M/J/25 © UCLES 2025 Section B Answer one question. EITHER 5 ‘Generating electricity using nuclear energy is the most effective strategy for managing energy security.’ 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 strategies for managing air pollution. Give reasons and include information from relevant examples to support your answer. [20] … … … … … … … … … … … … … … … … … … … * 0000800000014 * ,









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20 8291/11/M/J/25 © UCLES 2025 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 18 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS Level ENVIRONMENTAL MANAGEMENT 8291/11 Paper 1 Principles of Environmental Management May/June 2025 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 2025 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 18 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 18 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 18 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 18 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning correct point or mark awarded incorrect point or mark not awarded benefit of the doubt given response is too vague or there is insufficient detail in response error carried forward applied information missing or insufficient for credit incorrect or insufficient point ignored while marking the rest of the response incorrect point or mark not awarded two statements are linked point has been noted, but no credit has been given or blank page seen

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 18 Annotation Meaning key point attempted / working towards marking point / incomplete answer / response seen but not credited / blank page seen blank page Assessment Objective (AO), number corresponds to AO1, AO2 etc. Level of Response. Number indicates the level awarded to the response (mark scheme details mark ranges for each level) correct awarding one mark from marking point or marking group 1. similar numbered ticks are used for marking point or marking groups 2, 3, 4 etc. response has not answered question contradiction in response, mark not awarded

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 18 Question Answer Marks 1(a) liquid to gas / vapour; 1 1(b)(i) any two from: MP1 prevents / blocks water from reaching the ground / soil; MP2 reduces (rate of) infiltration / water absorbed by soil; MP3 reduces (surface) run-off / throughflow / groundwater flow; MP4 more / increases evaporation (from leaves); MP5 allows fog / mist to condense / form; MP6 less water stored as ground water / reduces aquifer recharge; 2 1(b)(ii) infiltration ticked precipitation ticked surface run-off ticked ;; 3 correct ticks = 2 marks 2 correct ticks = 1 mark 2 1(c)(i) the higher the income group, the greater the percentage of water withdrawn (from water sources by industry) / LICs withdraw a lower percentage of water than MICs / HICs; 1

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 18 Question Answer Marks 1(c)(ii) Either prediction: MP1 any one value from 12 to 70; explanation: MP2 in between LIC and HIC values / greater than Rwanda but less than France; OR prediction: MP3 any one value in the range 22–30; explanation: MP4 in between the two MICs / China and Malaysia; 2 1(d)(i) North America; 1 1(d)(ii) any three from: MP1 (continuous) permafrost around the pole / continuous permafrost closer to the North Pole; MP2 discontinuous permafrost further away from the pole / on the outer edges of the continuous permafrost / discontinuous permafrost is further south; MP3 more (continuous) permafrost in Asia (than North America); MP4 less permafrost in Europe / Greenland; MP5 some discontinuous permafrost in central Asia / away from the pole; MP6 permafrost only on land areas / not in the oceans; 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 18 Question Answer Marks 1(d)(iii) any two from: MP1 overall area of permafrost decreases; MP2 less continuous permafrost / bigger proportion of discontinuous permafrost; MP3 correct use of key; 2 1(d)(iv) MP1 methane is a greenhouse gas / methane increases carbon in the atmosphere; MP2 methane traps / absorbs IR / infrared / longwave radiation in the atmosphere; MP3 enhanced greenhouse effect; 3 Question Answer Marks 2(a)(i) Due to an issue with question 2(a)(i), the question has been removed from the question paper. 6 2(a)(ii) Due to an issue with question 2(a)(ii), the question has been removed from the question paper. 2

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 18 Question Answer Marks 2(b)(i) MP1 N = 840; MP2 one demonstration of correct calculation of n / N; MP3 one demonstration of correct calculation of (n / N)2; MP4 ∑(n / N)2 = 0.29; species population / number of individuals n n / N (n / N)2 shiny star grass 35 0.0417 0.00174 / 0.002 butter gerbera 360 0.429 0.184 heartvine 95 0.113 0.013 sheepfig 230 0.274 0.075 hairy crabgrass 120 0.143 0.020 N = 840 ∑(n/N)2 = 0.29 4 2(b)(ii) 0.71; 1 2(b)(iii) grassland is more (bio)diverse / tundra is less (bio)diverse; 1

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 18 Question Answer Marks 2(b)(iv) biome grassland tundra climate MP1 cold and dry / low precipitation; soil type MP2 more fertile / deeper soils / with higher nutrients; vegetation MP3 idea of grasses, mosses, lichens and shrubs; 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 18 Question Answer Marks 3(a)(i) MP1 4497.94 or 28 517 000 ÷ 6340 seen; MP2 4498; 2 3(a)(ii) any three factors for difference in population density from: Beijing has more: MP1 economic opportunities / more jobs; MP2 political advantages e.g. political stability; MP3 historical ties / family links; MP4 improved access to food / water; MP5 geographical opportunities e.g. idea of available space / more land / more area; MP6 availability of named resources e.g. better healthcare, affordable housing, education facilities; MP7 it is the capital city; 3 3(b)(i) China = 38 (years); Australia = (+) 0.5 (%); 2 3(b)(ii) any one from: MP1 as median age increases the percentage population change decreases; MP2 (countries with) a low median age have an increasing population; MP3 (countries with) a high median age have a decreasing population; 1

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 18 Question Answer Marks 3(c) any three from: MP1 birth rate; MP2 reference to contraception / family planning / birth control; MP3 population policies e.g. pro-natal / anti-natal policies; MP4 death rate / mortality rate; MP5 health care; MP6 migration / immigration / emigration; MP7 food / water (in)security; MP8 war or conflict / natural disasters; 3 3(d) any three from: MP1 lower tax revenues / economy decreases; MP2 lower number of people in workforce / not enough people to fill jobs; MP3 higher pension spending; MP4 increased cost of / pressure on health care / need for increase in health care / care of elderly e.g. care homes; MP5 pressure to raise retirement age / higher retirement age; MP6 idea of positive impact e.g. sharing their experience / able to provide (free) childcare; 3

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 18 Question Answer Marks 4(a)(i) any two from: MP1 bioethanol; MP2 biogas; MP3 wood; 2 4(a)(ii) MP1 idea that crop plants are continually planted / replanted / can be regrown / replenished; MP2 not finite / won’t run out; 2 4(a)(iii) any two from: MP1 increases energy security / low cost source of energy / more affordable than other energy sources; MP2 reduces reliance on / use of fossil fuels; MP3 can be grown carbon neutral; MP4 takes in carbon dioxide / reduces atmospheric carbon dioxide / act as carbon sink; MP5 generates income in rural communities; MP6 can be grown sustainably / sustainable energy; 2

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 18 Question Answer Marks 4(a)(iv) any two from: MP1 it is a monoculture / monocrop; MP2 outcompetes other plants / doesn’t allow native plants to survive; MP3 removes nutrients from soil / causes soil infertility; MP4 reduces water availability; MP5 changes the habitat for consumers / not suitable habitat for consumers / cannot be eaten by consumers / loss of food for consumers; 2 4(a)(v) any three from: MP1 biofuels are grown as a cash crop / for profit / for energy / biofuels are not grown for food / reduces amount of food grown; MP2 land that could be used for food crops / animals is used to grow biofuels; MP3 reduces diversity of food crops; MP4 increases risk of disease impacting food crops; MP5 increases cost of food crops / can lead to price setting; MP6 increased reliance on imported food; 3 4(b) 2005–2010; 1

8291/11 Cambridge International AS Level – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 16 of 18 Question Answer Marks 5 The question requirements are to: • show an understanding of nuclear energy • describe the causes of energy insecurity • describe the impacts of energy insecurity • describe strategies for improving energy security • evaluate the statement with particular emphasis on ‘the most effective strategy’. Candidates may describe renewable and non-renewable energy sources. Candidates may describe local and global impacts of energy insecurity including short-term and long-term impacts. Candidates may suggest that other strategies are more effective such as increasing renewables. Candidates are likely to be split about the effectiveness of the strategy, but their reasoning 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 17 of 18 Question Answer Marks 6 The question requirements are to: • show an understanding of the causes of air pollution • show an understanding of the impact of air pollution • describe successful and less successful strategies • evaluate the success of policies Candidates should describe the causes of air pollution including carbon dioxide, methane, carbon monoxide, oxides of nitrogen, sulfur dioxide, particulates and VOCs. Candidates should describe the impacts of air pollution including climate change, enhanced greenhouse effect, wet and dry acid deposition, smog, decreased crop yields, deterioration of plastics and rubber, harm to human health. Candidates may describe specific examples of individual, local, national and international strategies, including reduced use of fossil fuels, reduced emissions, flue gas desulfurisation, catalytic converters, transport policies, legislation, polluter pays principle. The examples should be balanced and show successful and less successful strategies. These examples may highlight the difference in success of strategies in LICs and HICs and explain the reasons for the difference. Candidates are likely to conclude that strategies are ineffective, but their reasoning 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 18 of 18 Levels of response Question 5 and Question 6 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