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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
*8413371862*
5014/01
ENVIRONMENTAL MANAGEMENT
Paper 1
May/June 2007
2 hours 15 minutes
Candidates answer on the Question Paper.
Additional Materials:
Ruler
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 or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOT WRITE IN ANY BARCODES.
Answer all questions.
All questions in Section A carry 10 marks.
Both questions in Section B carry 40 marks.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
For Examiner’s Use
1
2
3
4
5
6
Total
This document consists of 23 printed pages and 1 blank page.
SP (SM/CGW) T28261/5
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2
Section A
1
(a) The photograph shows a soil formed on a rock made of sand and the diagram is a
profile of the layers of the soil from the surface vertically downwards.
X
Y
Z
scale x 0.5
(i)
Which layer, X or Y, has the most organic matter? State the evidence for this.
layer .....................
evidence ...............................................................................................................[2]
(ii)
Z is parent material which has broken down. What is the evidence for this?
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(b) The soil in the photograph contains a high percentage of sand and has a coarse texture.
It has a pH of 4. Explain:
(i)
For
Examiner’s
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why the soil has a coarse texture,
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(ii)
what a pH of 4 indicates,
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(iii)
how the texture of a soil and the size of its pore spaces are linked.
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(c) (i)
State one advantage and one disadvantage, for crop growth, of a soil with a coarse
texture.
advantage .................................................................................................................
disadvantage ........................................................................................................[2]
(ii)
State one disadvantage of a pH of 4.
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4
2
(a) The map shows some of the world’s main marine fishing grounds.
90°W
90°E
0°
66½°N
66½°N
X
45°N
45°N
23½°N
23½°N
0°
0°
23½°S
23½°S
45°S
45°S
90°W
0°
90°E
Key
fishing grounds
cold ocean current
warm ocean current
What three features of location do they all have in common?
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(b) Describe the conditions which favour large marine fish populations.
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fish stocks increase
(c) When fish stocks collapsed, in area X, measures were taken to encourage the recovery
of the industry. The graph below shows the timing of these measures and their effects
on the fish population.
20,000 km2 area
closed to mobile
fishing gear.
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closed
areas
US 500 km limit
created in 1983.
Fishermen given
control of fisheries.
open
areas
0
1982 84
86
88
90
92
94
96
98 2000 02
04
06
Describe, and suggest reasons for, the different effects of each of the two measures.
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6
3
(a) (i)
The diagram shows the instruments used to measure precipitation at a weather
station.
funnel
metal
container
grass
ground
tapered glass
cylinder
with
scale
surface
jar
How would you take accurate measurements of the precipitation using these
instruments?
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(ii)
Explain why this instrument is sited as shown in the diagram to give accurate
readings of the precipitation.
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(iii)
Why is it sometimes more difficult to measure precipitation accurately in places
with a tundra climate?
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(b) Describe the amount, frequency and intensity of precipitation in a desert climate.
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(c) Explain why trickle drip irrigation is the least harmful type of irrigation to use in a desert
climate.
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8
4
(a) Look at the population pyramid of Mexico.
age group
80 +
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
Male
% 10
(i)
8
6
4
2
0
Female
0
2
4
6
8
What percentage of the country’s population is below five years old?
................ %
(ii)
[1]
The table shows data missing from the population pyramid.
age group
males
females
25–29
3.2%
3.8%
Complete the population pyramid for the 25–29 age group.
(iii)
10 %
[1]
Circle the words which describe how the country’s population is changing now.
Choose from:
decreasing slowly
decreasing rapidly
increasing slowly
increasing rapidly.
not changing
[1]
(b) Describe and explain the problems for a country with this type of population structure.
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(c) Why is it difficult for governments to introduce policies to change this population
structure?
For
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Section B
5
(a) Look at the cross-section.
Section from the mountains to the sea
high
mountains
C
A
river
A
river
B
D
sea
layer of
sandstone
rock
(i)
Name the two stores of fresh water labelled B and C on the section.
B ...............................................................................................................................
C ...........................................................................................................................[2]
(ii)
Why might it be possible for people to obtain fresh water, at point D, other than
from the river?
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(iii)
How could people obtain this water?
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(iv)
Choose one of the sources from A–D which is likely to have water that will be safe
and clean for people to use. Explain your choice.
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Letter ....................
Explanation ..............................................................................................................
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(v)
Which one of the four sources is least likely to give clean water? Explain your
choice.
Letter ....................
Explanation ..............................................................................................................
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(b) Dams are often built to hold back reservoirs for water supply.
(i)
Give the name and location of a dam.
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(ii)
Explain why the dam was built and what advantages it has brought to the local
people.
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(c) The divided bar graphs show average amounts of water used, by a family each day, in
rural areas of the UK and Bangladesh. They also show how the water is used.
Average daily water use and uses by a family in rural areas of the UK and Bangladesh
(litres)
0
10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180
Washing Car
Washing
Clothes
Watering
Garden
Flushing Toilet
Washing
Dishes and
Cleaning
Washing
Cooking and
Drinking
Rural
UK
Others
(litres)
0
Others
Washing
Clothes
Washing Dishes
and Cleaning
Cooking and
Drinking
(i)
Washing
Rural
Bangladesh
10 20 30 40 50
How many more litres of water are used by a family in the UK than in Bangladesh?
..............................................................................................................................[1]
(ii)
How many times greater is the amount used by a family in the UK?
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(iii)
For which one of the uses named in the graphs is the daily consumption of water
almost the same in the UK and Bangladesh?
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(iv)
Suggest a reason for this.
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(v)
The UK is a developed country. Bangladesh is a developing country.
Explain why there are differences in use of water between countries with different
levels of economic development.
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(d) There are large differences in access to safe water supplies between urban and rural
areas in many developing countries in Africa. Two examples are shown in the table.
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% of people with access to safe water supplies
Country
(i)
Urban areas
Rural areas
Kenya
70
50
Nigeria
85
40
On the graph paper below, draw a bar graph to show these percentages. Complete
your graph with a key.
[4]
(ii)
Give reasons why there are differences in access to safe water supplies between
urban and rural areas in many developing countries.
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(e) Look at the cartoon about a rural area in Africa.
Walking four hours to fetch water
(i)
What does it suggest about the views of some people in the area to change and
development?
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(ii)
Explain how sinking a new well can reduce disease, increase economic output
and improve the quality of life for everyone in rural areas in developing countries,
especially for the women and children.
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(iii)
Why is outside help from charities such as Water Aid often needed?
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6
(a) Look at the two plate boundaries shown in Diagrams A and B.
Diagram A
Mountain range
Volcano
Ocean
Continental
plate
Oceanic plate
Su
bd
Mantle
Magma
uct
ion
zon
e
Key
Movement of flow of magma
Direction of plate movement
Diagram B
Continent
Ocean
Ocean
Continent
Plate
Plate
Magma
Mantle
Key
(i)
Movement of flow of magma
Direction of plate movement
Describe what is happening to the two plates in A and the two plates in B.
A ...............................................................................................................................
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B ...............................................................................................................................
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(ii)
The source of the magma is different in the two diagrams. Where has the magma
come from in A and B?
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A ...............................................................................................................................
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B ...............................................................................................................................
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(iii)
Why are volcanoes formed at plate boundaries?
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(iv)
State one difference between volcanoes along these two types of plate boundary.
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(v)
Some volcanic eruptions result in great loss of life; in others, no one is killed. Give
reasons for the large difference in numbers of people killed.
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18
(b) In some countries electricity is made from geothermal power. Look at the diagram of the
geothermal power station.
Geothermal power
water at 100°C
kept as liquid
by pressure
cold water
pumped down
200°C
(i)
hot mass of
igneous rocks
How is the electricity produced?
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(ii)
Why are areas of active volcanic activity needed for its production?
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(c) The graph shows average costs of producing electricity from different energy sources in
2003.
For
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Costs of producing electricity (2003)
50
US cents per kw/hr
40
30
20
10
0
Solar
Wave
Biomass
Wind
Nuclear
Geothermal
Hydroelectric
Fossil
fuels
Energy source
(i)
Describe what the graph shows about the cost of producing geothermal electricity
compared with electricity from other energy sources.
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(ii)
Explain how likely it is that geothermal power will be used more in the future as an
alternative to fossil fuels.
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20
(d) Look at the information below about world supply and demand for oil.
Oil reserves are running out
In 2002, 25 billion
barrels of oil were used
worldwide. Only 8 billion
barrels of new reserves
were discovered
Oil reserves are
running out
Total global oil
994 billion barrels
extracted
to date
Discovery vs demand
764 billion barrels
remaining in
known fields
142 billion
barrels
yet to find
Billion barrels of oil per year
60
discovery
50
40
30
demand
20
10
0
1955 1965 1975 1985 1995 2005
= 100 billion barrels
(i)
Describe what happened to the demand for oil between 1955 and 2005.
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(ii)
Quote values and information which support the following statements.
1 Oil reserves are running out.
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2 The present use of oil is not sustainable.
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(iii)
What is likely to happen to the demand for oil after 2005? Explain your answer.
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(e) A
One person’s view of nuclear energy
“Future shortages of electricity
can only be avoided by building
new nuclear stations. It is a clean
source, capable of producing
large amounts of energy.”
B
Another person’s view of nuclear energy.
“I strongly object to any
increase in nuclear energy.
It is just too dangerous.”
(i)
Explain why some people hold the view about nuclear energy stated in A.
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(ii)
State the different arguments which supporters of view B could use.
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(iii)
What is your view on nuclear power? How strong are the different arguments put
forward in part (ii)?
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[Total: 40]
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BLANK PAGE
Copyright Acknowledgements:
Question 1(a)
Question 2(d)
M. Fretwell © UCLES.
© The Association for the Study of Peak Oil & Gas.
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 University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of
the University of Cambridge.
5014/01/M/J/07