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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
General Certificate of Education Ordinary Level
*7726080987*
5014/12
ENVIRONMENTAL MANAGEMENT
Paper 1
May/June 2010
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 22 printed pages and 2 blank pages.
DC (LEO/KN) 19267/4
© UCLES 2010
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Section A
1
(a) Look at the diagram which shows methods of producing energy from household waste.
heat
water
steam
turbine
electricity
incinerator
suitable
non-organic waste
household
waste
collected
and
sorted
unsuitable
waste
gas
organic
waste
ane
th
me
diesel
digester
containing
bacteria
Circle the word listed below which describes the type of energy source shown in the
lower part of the diagram.
biomass
geothermal
hydro
solar
wind
[1]
(b) Why is the organic waste separated from the other waste?
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(c) Describe what happens in the digester.
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(d) Suggest why some household waste is unsuitable for use in the incinerator.
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(e) What are the advantages of using household waste in these ways?
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4
2
(a) Look at the diagram of ocean zones and the pie chart showing the potential fish harvest
from three zones.
continental
shelf
open ocean in which areas of upwelling
are less than 1%
10%
90%
sea level
200 m
continental
shelf
continental
slope
abyssal
plain
abyssal
plain
4 km
ocean
deep
12 km
open
oceans
areas of
upwelling
continental
shelf and
coastal
waters
potential fish production
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(i)
What percentage of the potential fish production from the oceans is expected to
come from the continental shelf and coastal waters?
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(ii)
Use both diagrams to comment on the potential fish production from the open
ocean.
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(b) (i)
Why are fish important in the human diet in some parts of the world?
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(ii)
Describe other valuable resources which oceans can provide.
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(c) Suggest why a full exploitation of the resources of the open oceans is unlikely.
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6
3
(a) Look at the map, which gives information for a recent year about the world’s main
exporting and importing countries of fresh pineapple, together with the main trade routes
of fresh pineapple.
SOME
EU COUNTRIES
CANADA
JAPAN
USA
China
Tropic of
Cancer
Philippines
Thailand
Costa
Rica
Equator
Kenya
Ivory
Coast
Indonesia
Tropic of Capricorn
Key
The main importing countries of the
European Union are Belgium, Luxembourg,
the Netherlands, UK, France, Italy, Germany,
Portugal and Spain.
fresh pineapple exports
tonnes
200,000
100,000
0
Exporting country names in lower case
main fresh pineapple trade routes
20,000 to 100,000 tonnes per year
Countries which together
import 86% of the world
imports of fresh pineapple
100,000 to 400,000 tonnes per year
over 400,000 tonnes per year
Importing country names in capital letters
(i)
Name the country which exports the most fresh pineapple and state the amount it
exports.
country ……………..............……..
(ii)
amount ……………..............…….. tonnes [1]
Name one continent with large imports of fresh pineapples.
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(iii)
State one similarity in the direction of the sea trade routes shown.
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(iv)
Suggest why some countries export more fresh pineapples than others.
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(b) Pineapples are often grown on plantations. Describe how commercial farming, such as
plantation farming, is organised to produce large amounts of a cash crop for export.
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8
4
(a) Look at the photograph showing vegetation growing on the edge of a clearing in a
tropical rainforest.
(i)
Describe the features of the vegetation in the photograph.
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(ii)
Explain how the leaves and stems are adapted to the climate in which tropical
rainforest grows.
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(b) Some areas of tropical rainforest have been made into National Parks. Is this method of
conservation likely to have any benefits for local people? Explain your views.
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[Total: 10]
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Section B
5
(a) Look at the pie graphs showing the distribution of water on the Earth’s surface.
land and sea
fresh water and
salt water
fresh
water
land
salt
water
ocean
Describe the evidence from the pie graphs for each of statements A and B.
A There is a lot more water than land on the Earth’s surface.
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B The amount of water available for human use is very small.
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(b) The diagram gives information about fresh water stores on the Earth’s surface.
lakes
0.3%
rivers
less than
0.1%
groundwater
(above 1000 m)
10.6%
deep groundwater
(below 1000 m)
14%
ocean
© UCLES 2010
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75%
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(i)
Show the percentages for ice and snow, total groundwater, and lakes and rivers on
a pie graph.
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Examiner’s
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fresh water stores on the Earth’s surface
[3]
(ii)
Explain more fully why the amount of water available for human use is so small.
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(iii)
How can people obtain their water supply from groundwater stores? Describe one
method.
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(iv)
State two advantages of using groundwater stores for water supply.
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(c) In many countries large dams have been built to increase natural stores in rivers and
lakes.
(i)
Name or state the location of an example of a large dam.
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(ii)
Describe its advantages and explain why it was built.
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(iii)
Why are decisions to build large dams often controversial? Describe some of the
economic, social and environmental factors which help to explain why some people
object to the building of large dams.
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13
(d) Look at the spider diagram showing some uses of rivers.
domestic for
cooking and washing
irrigation water
for crops
waste disposal
uses of
rivers
navigation and
shipping
recreation, swimming
and canoeing
cooling water
for power stations
(i)
Which two uses are most likely to lead to pollution of river water? Explain why.
Use 1 .........................................................
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(ii)
Conflicts of interest can arise between people using rivers for different purposes.
Giving examples, explain some of these conflicts of interest.
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(e) Look at the graphs showing access to water supply and sanitation.
water supply
sanitation
90
90
80
80
70
70
60
60
% access
100%
% access
100%
50
50
40
40
30
30
20
20
10
10
0
world
urban
0
rural
world
urban
rural
Use values from the graphs to describe how they show that access to sanitation is
(i)
less widely available than for water supply;
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(ii)
particularly poor in rural areas.
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(iii)
Give reasons why access to water supply and sanitation is much poorer in rural
than in urban areas.
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(f)
Costs from lack of safe water supply and sanitation
1.6 million children a year die
from diarrhoea
economic loss of the time taken
in fetching water every day
Explain why
(i)
children are most at risk from water-related diseases;
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(ii)
economic costs result from people having to walk long distances to fetch water.
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[Total: 40]
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6
(a) (i)
Complete the table of birth and death rates and population change for selected
countries from Europe and Asia.
Country
Birth rate
per 1000
Death rate
per 1000
Population change
per 1000
11.0
10.2
+0.8
8.7
10.7
China
14.5
7.1
India
23.8
8.3
Saudi Arabia
31.5
3.7
UK
Germany
+27.8
[3]
(ii)
How is Germany different from the other countries in the table?
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(b)
World distribution of birth rates
Key
Live births per
1000 population
Very high
above 40
High
25–40
Moderate
15–24.9
Low
below 15
(i)
Equator
Name the continent with the largest number of countries with very high birth rates
above 40 per 1000.
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(ii)
In which continent are there the most countries with birth rates below 15 per
1000?
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(iii)
Describe the distribution of countries with high and very high birth rates above 25
per 1000.
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(iv)
Give reasons why some countries have very low birth rates, below 15 per 1000.
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18
(c) Look at the pyramids showing population structure for Ethiopia and the UK.
Ethiopia
UK
75+
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
90+
85-89
80-84
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
10 9 8 7 6 5 4 3 2 1 0
% males
6 5 4 3 2 1 0
% males
0 1 2 3 4 5 6 7 8 9 10
% females
0 1 2 3 4 5 6
% females
(i)
On each pyramid, shade in the age group with the highest total percentage of
population.
[1]
(ii)
What is the approximate total percentage of population in Ethiopia below the age
of 15?
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(iii)
What is the approximate total percentage of population aged 65 and above in the
UK? Circle one answer.
6.5
(iv)
9.5
12
16
[1]
State two differences in shape between the population pyramids for Ethiopia and
the UK.
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(v)
The UK has an ageing population. State the evidence for this from its population
pyramid.
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(vi)
Some countries like Ethiopia have a young population; others like the UK have an
ageing population. Their population problems are different.
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Explain how and why their problems are different.
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(d) Look at the world map which shows the course of the dividing line between the rich
North and poor South.
N
North
America
26,900
T. of Cancer
th’
‘Nor
The ‘South’
The
Europe
12,100
Africa
690
Latin
America
3,100
Equator
T. of Capricorn
Asia
2,200
Th
Th e ‘N
e ‘ or
So th
ut ’
h’
Oceania
13,900
Key
Average income per
head in US $
(i)
Rank the six continents by income per head from highest to lowest. State whether
each continent is mainly developed or developing.
Continent
Developed or Developing
1 ............................................................. ...............................................................
2 ............................................................. ...............................................................
3 ............................................................. ...............................................................
4 ............................................................. ...............................................................
5 ............................................................. ...............................................................
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(ii)
Why does the North-South dividing line not continue running west to east all the
way across the world?
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(iii)
How well does the line split the world between a rich North and a poor South?
Answer as fully as you can describing where the fit is good and not so good.
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Examiner’s
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(iv)
Look back to the map showing the world distribution of birth rates in part (b).
How well would the North-South dividing line separate countries with high and low
birth rates?
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(e) Two strategies for reducing the wealth gap between rich and poor countries:
• Improved trade such as Fair Trade
• Non-governmental aid organisations (NGOs) from rich countries.
(i)
How is Fair Trade different from other trade?
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(ii)
Explain some of the advantages and disadvantages of aid for helping poor countries
and reducing the wealth gap between them and rich countries.
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(iii)
In your view, which of the two strategies is better for reducing the wealth gap
between rich and poor countries in the long term? Explain your choice.
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[Total: 40]
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University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
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© UCLES 2010
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