w w ap eP m e tr .X w om .c s er UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Subsidiary Level CANDIDATE NAME CENTRE NUMBER CANDIDATE NUMBER * 0 5 4 0 9 4 5 9 8 9 * 8291/21 ENVIRONMENTAL MANAGEMENT Paper 2 Hydrosphere and Biosphere May/June 2011 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 a soft pencil for any diagrams, graphs, tables or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Section A Answer all questions. Write your answers in the spaces provided on the question paper. Section B Answer one question from this section. Answer the question on the separate answer paper provided. At the end of the examination, 1. fasten all separate answer paper securely to the question paper; 2. enter the question number from Section B in the grid opposite. For Examiner’s Use Section A 1 2 Section B Total This document consists of 12 printed pages. DC (KN/DJ) 33949/3 © UCLES 2011 [Turn over 2 Section A Answer all questions in this section. Write your answers in the spaces provided. 1 (a) An ecosystem can change, over time, as a result of the action of biotic and abiotic processes: a change known as succession. Fig.1.1 shows stages in a succession from open water towards a woodland climax. coniferous woodland open water lake coniferous woodland lake basin filled grasses with shrubs swampy ground Fig. 1.1 (i) Giving an example of each term, explain what is meant by biotic and abiotic. biotic ......................................................................................................................... .................................................................................................................................. .................................................................................................................................. abiotic ....................................................................................................................... .................................................................................................................................. ..............................................................................................................................[4] © UCLES 2011 8291/21/M/J/11 For Examiner’s Use 3 (ii) Suggest how the action of biotic and abiotic processes could have brought about the changes shown in Fig. 1.1. For Examiner’s Use .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[4] (iii) Provided there is no human intervention, suggest how the area of grass and swampy ground develops into a woodland climax. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[2] © UCLES 2011 8291/21/M/J/11 [Turn over 4 (b) Fig. 1.2 contains information on deforestation associated with mining, timber production and agriculture in the tropical rainforest in the state of Rondonia in Brazil. Deforestation in Rondonia (Brazil) forest deforestation savanna river road international boundaries mines 0 100 200 km Fig. 1.2 (i) With reference to Fig. 1.2 describe three effects that large scale deforestation might have on the ecology of this region of the Amazon Rainforest. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. © UCLES 2011 8291/21/M/J/11 For Examiner’s Use 5 .................................................................................................................................. For Examiner’s Use .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[6] (ii) Explain why it might take longer for an area of tropical rainforest to recover from mining than from felling and fires. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[4] [Total: 20] © UCLES 2011 8291/21/M/J/11 [Turn over 6 2 (a) Fig. 2.1 is an illustration of the hydrological cycle. For Examiner’s Use Sun solar energy clouds&& clouds water vapour vapor water storage in ice & snow transport precipitation evapotranspiration surface runoff infi ltra tion condensation evaporation lake so moi il stur e ocean strea mflo w water table river discharge groundwater flow bedrock Fig. 2.1 (i) Describe the role of precipitation, infiltration, groundwater and clouds in the hydrological cycle. precipitation .............................................................................................................. .................................................................................................................................. infiltration .................................................................................................................. .................................................................................................................................. groundwater ............................................................................................................. .................................................................................................................................. clouds ....................................................................................................................... ..............................................................................................................................[4] © UCLES 2011 8291/21/M/J/11 7 (ii) Global warming can mean a decrease in precipitation for some areas and an increase in other areas. For Examiner’s Use Describe how either a decrease or an increase in precipitation could affect the hydrological system shown in Fig. 2.1. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. ..............................................................................................................................[6] © UCLES 2011 8291/21/M/J/11 [Turn over 8 (b) Fig. 2.2 shows the relative contribution of sources of river pollution in the USA. industry 9% other 9% urban areas 17% non-point source pollution 65% Fig. 2.2 Using examples, describe why non-point sources make the largest contribution to river pollution in the USA. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[6] © UCLES 2011 8291/21/M/J/11 For Examiner’s Use 9 (c) The Gulf of Mexico dead zone, shown in Fig. 2.3, is an area of water with a very low dissolved oxygen content (less than 2ppm dissolved oxygen) at the mouth of the River Mississippi. For Examiner’s Use MISSISSIPPI TEXAS Baton Rouge LOUISIANA Mis siss Houston Gulf of Mexico ippi New Orleans rive r area of very low oxygen, about 6000 square miles Fig. 2.3 Suggest reasons for the development of this area of very low dissolved oxygen. .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... ......................................................................................................................................[4] [Total: 20] © UCLES 2011 8291/21/M/J/11 [Turn over 10 Section B Answer one question from this section. 3 (a) Briefly explain the differences in the rate of growth in world population within the periods labelled A, B and C in Fig. 3.1. [10] World population growth rates 1800 to 2011 annual growth rate / % 2.5 A B C 2.0 1.5 1.0 0.5 0 1800 1850 1900 1950 2000 2050 year Fig. 3.1 (b) With reference to examples of More Economically Developed Countries (MEDCs) and Less Economically Developed Countries (LEDCs), assess the extent to which a future sustainable global environment is dependent on reducing human population growth. [30] [Total: 40] © UCLES 2011 8291/21/M/J/11 11 4 (a) The IUCN Red List of Threatened Species is widely recognised as the most comprehensive global approach for evaluating the conservation status of plant and animal species. The list classifies the threat to a species into one of three levels: critical (most threatened), endangered and vulnerable (least threatened). Fig. 4.1 is a summary of the threatened species list for 2007. IUCN stands for the International Union for Conservation of Nature. The percentage of species in several groups which are listed as: critical endangered or vulnerable on the 2007 IUCN Red List mammals birds reptiles amphibians fishes insects molluscs plants 0 5 10 15 20 25 percentage of species in the group 30 Fig. 4.1 Briefly outline how the summary of the Red List shown in Fig. 4.1 might indicate priorities and preferred methods of conservation and preservation of species. [10] (b) With reference to examples you have studied, assess the role of two different types of designated areas, such as National Parks or Wildlife Parks, in the conservation of species. [30] [Total: 40] © UCLES 2011 8291/21/M/J/11 [Turn over 12 (a) Fig. 5.1 shows the percentage of water consumed for different purposes in four countries. Briefly describe and give reasons for the different patterns of use. [10] water consumption / % 5 100 90 80 70 60 50 40 30 20 10 0 Key domestic industry agriculture Malaya UK Australia USA Fig. 5.1 (b) With reference to an area with which you are familiar, assess the effects of either industrial or agricultural activity upon the natural supplies of water. For the area you have chosen, evaluate one method that is being used to achieve a sustainable supply of water. [30] [Total: 40] Copyright Acknowledgements: Question 1(b) Fig. 1.2 Photograph © Destruction; Photograph number 2745899; iStockphoto. 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. University of 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. © UCLES 2011 8291/21/M/J/11