LEVEL 3
WJEC Level 3 Diploma in
ENVIRONMENTAL
SCIENCE
SPECIMEN ASSESSMENT
MATERIALS - External
Teaching from 2015
Contents
Page
Unit 2 Details of assessment
4
Unit 2 Assessment materials
5
Unit 2 Assessment grid
18
Unit 2 Mark bands
19
Unit 4 Details of assessment
26
Unit 4 Administration of pre-release article
26
Unit 4 Pre-release article
27
Unit 4 Question paper
37
Unit 4 Mark scheme
55
Unit 4 Assessment grids
65
Level 3 Diploma in Environmental Science 1
Level 3 Diploma in Environmental Science 2
Level 3 Diploma in Environmental Science 3
Unit 2 Details of assessment
This unit is externally assessed by an assignment which is set and marked by WJEC. The
assessment for the unit will be provided annually by WJEC in September of the academic
year in which it is to be taken via the WJEC secure website. The assessment must be
completed and submitted for marking in the same academic year as it is set. Centres are not
allowed to modify the provided assignment for units 2.
Level 3 Diploma in Environmental Science 4
WJEC LEVEL 3
Diploma in Environmental Science /
Extended Diploma in Environmental Science
SPECIMEN ASSESSMENT MATERIALS
Unit 2 The living environment and conservation
Activity one: Investigation
Activity two: Data Analysis
Level 3 Diploma in Environmental Science 5
Index
Page Number
Activity 1A/1B: Investigation into how human activity can affect
ecosystems: comparison of biodiversity in two habitats
7-9
Information for learners
This section contains the assignment brief, tasks and evidence
learners must complete to be submitted for assessment
Activity 2: Sand Dune analysis
10-13
Information for learners
This section contains the assignment brief, supporting data, tasks and
evidence learners must complete to be submitted for assessment
Information for Supervisors: Managing Assessment
14
This section contains information on the controls which must be
followed
Information for Supervisors: Accepted Changes to Assessment
15
Information for Supervisors: Mark Record sheets
This section includes the front authentication sheet which must be
signed by both the candidate and supervisor and submitted along with
the candidate evidence
16-17
The Mark Record Sheets must be returned to WJEC.
These will be completed by WJEC.
Assessment Grid for Unit 2
Level 3 Diploma in Environmental Science 6
18
Either:
Activity One A: Investigation into how human activity can affect ecosystems:
comparison of biodiversity in two habitats
Eco-Systems is a company that has been asked to collect and analyse how a housing
development is impacting on nearby grassland for a local authority.
In order to do this they have decided to compare two similar habitats.
One habitat is grassland area near the housing development; the other is rural grassland
with no nearby development. You have been asked to carry out the comparison. You are
required to compare the number and types of organisms found in the two different habitats
and investigate how human activity can affect ecosystems, in particular the biodiversity
within these ecosystems. You will complete a scientific report on your investigation of the
two habitats for the company.
The company has also requested that you consider in more detail the inter-relationship
within the ecosystems in the grassland near the housing development and report separately
your findings.
Task 1: Plan your study
Plan to monitor the biodiversity of the two different habitats. You should consider the
properties of the habitat (e.g. weather conditions, pollution etc.). You should choose the
appropriate technique(s) to use and ensure that you consider any Health and Safety issues.
Task 2: Carry out your study
Follow your plan from task 1. Record any modifications to your plan as you carry out your
investigations. For each habitat you should record the species found and the numbers of
each of these species. You should also record any other data you think might be relevant,
such as soil pH, water oxygen levels and temperature of soil. It may be possible to record
the abundance of biotic indicators.
Task 3: Report on your investigation
Calculate species diversity for the two habitats you investigated. Process and display your
data in the most appropriate way. Draw conclusions about how human activity may have
affected the biodiversity in the two habitats you investigated. Comment on the range of
factors that affects biodiversity. Discuss the validity and reliability of your investigation and
any improvements that could be made.
Task 4: Report on the inter-relationships within ecosystems
For the grassland near the housing development you investigated explain:
a) how energy is transferred through the ecosystem;
b) the role of decomposers in the ecosystem.
Use the data you collected in your investigation to provide examples to support your
explanations.
Level 3 Diploma in Environmental Science 7
OR
Activity One B: Investigation into how human activity can affect ecosystems:
comparison of biodiversity in two habitats
Ecosystems is a small company that has been asked to collect and analyse how a
recreational use is impacting on woodland for a local authority.
In order to do this they have decided to compare two similar habitats.
One habitat is woodland used for recreational purposes; the other is more remote woodland.
You have been asked to carry out the comparison. You are required to compare the number
and types of organisms found in the two different habitats and investigate how human
activity can affect ecosystems, in particular the biodiversity within these ecosystems. You will
complete a scientific report on your investigation of the two habitats for the company.
The company has also requested that you consider in more detail the inter-relationship
within the ecosystems in the grassland near the housing development and report separately
your findings.
Task 1: Plan your study
Plan to monitor the biodiversity of the two different habitats. You should consider the
properties of the habitat (e.g. weather conditions, pollution etc.). You should choose the
appropriate technique(s) to use and ensure that you consider any Health and Safety issues.
Task 2: Carry out your study
Follow your plan from task 1. Record any modifications to your plan as you carry out your
investigations. For each habitat you should record the species found and the numbers of
each of these species. You should also record any other data you think might be relevant,
such as soil pH, water oxygen levels and temperature of soil. It may be possible to record
the abundance of biotic indicators.
Task 3: Report on your investigation
Calculate species diversity for the two habitats you investigated. Process and display your
data in the most appropriate way. Draw conclusions about how human activity may have
affected the biodiversity in the two habitats you investigated. Comment on the range of
factors that affects biodiversity. Discuss the validity and reliability of your investigation and
any improvements that could be made.
Task 4: Report on the inter-relationships within ecosystems
For the grassland near the housing development you investigated explain:
c) how energy is transferred through the ecosystem;
d) the role of decomposers in the ecosystem.
Use the data you collected in your investigation to provide examples to support your
explanations.
Level 3 Diploma in Environmental Science 8
LEARNER SUMMARY SHEET
Evidence for Activity 1A / Activity 1B
A summary of the tasks, evidence required and the assessment criteria you must evidence
is found below.
Task Number
Evidence
Assessment Criteria
Controls
You must make sure your work
covers the following assessment
criteria.
AC4.1; AC4.2
This tells you the rules that your teacher must
keep when you complete the tasks.
Task 1
This is what
you must
produce.
Plan
Task 2
Record of
results, data
tables
AC4.3; AC4.4
Task 3
Investigation
report
AC1.4
AC2.1
AC2.2
AC4.5
AC4.6
AC4.7
Task 4
Interrelationship
report
AC1.1
AC1.2
AC1.3
Time: 1 hour
Resources: Access to appropriate ICT software;
access to appropriate health and safety advice;
access to class notes NOT allowed.
Supervision
You will be supervised throughout.
Collaboration
Individual task.
Feedback
You cannot be given feedback on the work you
produce until it has been marked.
Time: Time for data recording: 1 hour in each
habitat. This does not include time to get to the
habitat. It is permissible to split this task into two
separate sessions. (one for each habitat).
Resources: Plan from task 1; access to
appropriate fieldwork apparatus; access to class
notes NOT allowed.
Supervision
You will be supervised throughout.
Collaboration
Individual task.
Feedback
You cannot be given feedback on the work you
produce until it has been marked.
Time: 2 hours
Resources: Plan from task 1; data from task 2 ;
access to appropriate ICT hardware and
software; access to class notes NOT allowed.
Supervision
You will be supervised throughout.
Collaboration
Individual task.
Feedback
You cannot be given feedback on the work you
produce until it has been marked.
Time: 1 hour
Resources: plan from task 1; data from task 2;
report from task 3; access to appropriate ICT
hardware and software; access to class notes
NOT allowed.
Supervision
You will be supervised throughout.
Collaboration
Individual task.
Feedback
You cannot be given feedback on the work you
produce until it has been marked.
Level 3 Diploma in Environmental Science 9
Activity Two: Sand dune data analysis
Scientists at a field-study centre on Anglesey have monitored the plant species present on
Newborough Warren sand dunes over a period of 20 years. The information they have
gathered is given below.
The Welsh government is interested in the continued conservation of these dunes and in
particular how biodiversity has developed at the dunes over the last 20 years. They have
asked for a detailed report on this particular ecosystem. The report must be in four specific
sections:
Section 1: Succession
Section 2: Specific species population analysis
Section 3: Species adaptation
Section 4: Conservation
Task 1: Produce section 1 of the report. For this section of the report, analyse the data
given about the species found in these sand dunes. Explain the process of successions that
has occurred at these dunes. In this section of the report you should clearly reference the
data provided, and also use your own knowledge and understanding of ecosystems
Task 2: Produce section 2 of the report. For this section of the report you have been asked
to make reference to a particular species: Marram grass. This section of the report should
focus on the percentage cover of Marram grass. You should use the data provided to show
how the population of Marram grass has developed in these dunes, discussing factors that
may have affected population numbers.
Task 3: Produce section 3 of the report. In this section of the report you can again use
Marram grass as an example. Discuss why the dunes are a good example of the adaptation
of a species (such as Marram Grass) and suggest how these adaptations may have resulted
from evolutionary change.
Task 4: Produce section 4 of the report. In this section of the report you should use the
provided data to explain why the conservation of the sand dunes is necessary. You should
describe different conservation methods, explain how human activity could impact on this
ecosystem and discuss the implications of not undertaking conservation in this area.
Field study data
Level 3 Diploma in Environmental Science 10
% Cover of plant species after 20 years of study
Drift
line
Embryo
Dunes
Fore
dunes
Mobile
dune
ridges
Wet
slack
fixed
dunes
climax
vegetation
Sea Rocket
1
3
0
0
0
0
0
Prickly
Saltwort
4
0
0
0
0
0
0
Sand couch
0
11
0
0
0
0
0
Marram
grass
0
5
94
54
0
0
0
Red fescue
0
4
12
13
0
0
0
Ragwort
0
0
0
6
0
0
0
Groundsel
0
0
3
23
9
0
2
Dune pansy
0
0
0
17
0
0
0
Heath dog
violet
0
0
0
24
5
0
0
Sea Holly
0
0
2
0
0
0
0
Restharrow
0
0
0
47
8
0
0
Yarrow
0
0
0
0
7
6
0
Ribwort
plantain
0
0
0
0
11
6
0
White clover
0
0
0
0
5
0
2
Burnet rose
0
0
0
0
32
0
0
Creeping
willow
0
0
0
0
0
76
0
Meadowsweet
0
0
0
0
0
42
0
Marsh
pennywort
0
0
0
0
0
0
10
Buttercups
0
0
0
6
6
1
2
Silverweed
0
0
0
0
0
12
0
Sedges
0
0
0
0
0
14
0
Bramble
0
0
0
0
3
0
3
Gorse
0
0
0
0
0
0
0
Other trees
0
0
0
0
0
0
54
Other plants
0
0
0
1
1
5
10
Species
Level 3 Diploma in Environmental Science 11
Percent cover of species at fore dune region
% cover of species at fore dune region
Year
marram grass
prickly saltwort
sea holly
groundsel
0
1
0
0
0
1
1
1
1
0
2
1
2
2
0
3
2
3
3
0
4
3
4
4
1
5
4
4
5
1
6
6
5
6
1
7
9
4
6
1
8
14
3
6
1
9
24
2
6
1
10
37
0
6
2
11
55
0
6
2
12
71
0
6
2
13
80
0
6
2
14
84
0
5
2
15
93
0
5
2
16
95
0
4
3
17
94
0
4
3
18
95
0
3
3
19
95
0
3
3
20
94
0
2
3
Level 3 Diploma in Environmental Science 12
LEARNER SUMMARY SHEET
Evidence for Activity Two
A summary of the tasks, evidence required and the assessment criteria you must evidence
is found in the Learner Summary Sheet (below).
Task Number
Evidence
Assessment Criteria
Controls
This is what
you must
produce.
Section 1 of
report
You must make sure your work covers the
following assessment criteria.
This tells you the rules that your teacher
must keep when you complete the tasks.
AC1.7
Task 2
Section 2 of
report
AC1.4
AC1.5
Task 3
Section 3 of
report
AC1.6
Task 4
Section 4 of
report
AC2.1
AC2.2
AC3.1
AC3.2
AC3.3
AC3.4
AC4.6
Time: 1 hour
Resources: Given resource; Access to
appropriate ICT software; access to class
notes NOT allowed.
Supervision
You will be supervised throughout.
Collaboration
individual task.
Feedback
You cannot be given feedback on the work
you produce until it has been marked.
Time 1 hour
Resources: Report form task 1; Access to
given resource; Access to appropriate ICT
software; access to class notes NOT
allowed.
Supervision
You will be supervised throughout.
Collaboration
individual task.
Feedback
You cannot be given feedback on the work
you produce until it has been marked.
Time 1 hour
Resources: Report form task 1 and 2;
Access to given resource; Access to
appropriate ICT software; access to class
notes NOT allowed.
Supervision
You will be supervised throughout.
Collaboration
Individual task.
Feedback
You cannot be given feedback on the work
you produce until it has been marked.
Time 1 hour
Resources: Report form task 1, 2 and 3;
Access to given resource; Access to
appropriate ICT software; access to class.
notes NOT allowed Supervision
You will be supervised throughout.
Collaboration
Individual task.
Feedback
You cannot be given feedback on the work
you produce until it has been marked.
Task 1
Level 3 Diploma in Environmental Science 13
UNIT 2: External Assessment
Managing the assessment
Activities
Candidates must complete:
Either Activity 1A or Activity 1B AND Activity 2.
WJEC provides alternative field work activities (1A / 1B) to help centres access suitable
locations to assess learners in their locality.
Time
Activity one:
Task 1, task 3 and task 4, have a total time of 4 hours. Task 2 will require
learners to undertake field activities - time to travel to and complete these
activities is not included in the time allocation - 1 hour for data collection in
each habitat.
Activity two:
4 hours are available for the completion of this activity.
The time suggested for the tasks in the two activities, as set out in the Learner Summary
Table, takes account of the contribution of the tasks to the overall assessment requirements.
There can be no changes to the total time available for this assessment.
Resources
Learners must have access to the assignment brief, the Learner Summary Table, the unit
performance bands and necessary equipment/apparatus to undertake the field activities in
activity one. Details of any other resources that are required are stipulated in the Learner
Summary Table.
Supervision
Learners will be supervised whilst completing externally set assessment tasks. The Learner
Summary Tables specify the level of supervision required in each task of the activities in this
assessment. Centres must have in place systems to ensure learners cannot access
evidence they have been developing outside of supervised activities.
Authentication
Supervision is in place to ensure the authenticity of evidence produced for summative
assessment. Supervisors are not to provide input or guidance to learners during the
assessment time. This includes providing formative feedback on the evidence being
produced. Supervisors can provide guidance on the requirements of the task and remind
learners of the performance bands and how they can be interpreted. Supervisors must
intervene where there a health and safety issue is observed.
Learners can review and redraft evidence independently within the time controls for the
assessment.
Learners must sign a declaration to confirm that all evidence submitted for marking by WJEC
is their own work and that any sources used have been acknowledged.
Supervisors must sign a declaration to confirm that evidence submitted for marking by
WJEC was completed under the controlled conditions set out in the assessment.
Level 3 Diploma in Environmental Science 14
Collaboration
Group work is not allowed for the assessment.
Marking
This assessment will be marked by WJEC. The work must be submitted for marking in the
summer of the academic year in which the assessment is set. The date for submission of
external assessment can be found in the WJEC Examination Timetable published for each
academic year on the WJEC website.
WJEC will use the performance bands found in unit 2 of the specification.
Accepted changes
Activity one
No changes are permitted to Activity 1A or 1B.
Activity two
No changes are permitted to this activity.
Level 3 Diploma in Environmental Science 15
WJEC LEVEL 3 ENVIRONMENTAL SCIENCE
EXTERNAL ASSESSMENT: MARK RECORD SHEET
UNIT 2: The Living Environment and conservation
Centre Name:
…………………………………………………………………………………… Centre Number:
……………………………
Candidate’s Name: …………………………………………………………………………………… Candidate Number: ………………………………
I confirm that the evidence submitted for assessment has been produced by me without any assistance beyond that allowed.
Candidate’s Signature:
…………………………………………………
Date: ......../……../20……
I confirm that the evidence submitted by the learner has been produced under the controlled conditions set out in the qualification specification and model
assignment.
Supervisor’s Signature:
………………………………… Name (printed) …………………………………..………
(MARK RECORD SHEET P1 of 2)
Level 3 Diploma in Environmental Science 16
Date: ......../……../20……
WJEC LEVEL 3 DIPLOMA / EXTENDED DIPLOMA IN ENVIRONMENTAL SCIENCE
EXTERNAL ASSESSMENT: MARK RECORD SHEET
UNIT 2: The living environment and conservation
Centre Name: ……………………………………………
Centre Number: ………………
Candidate’s Name: ……………………………………… Candidate Number: ………….
WJEC – Examiner USE ONLY
Assessment
Criteria
Evidence
Page
number(s)
Activity
1A/1B
Activity 2
Total
Unit mark
AC1.1
/3
/3
AC1.2
/6
/6
AC1.3
/6
/6
AC1.4
/6
/6
AC1.5
/6
/6
AC1.6
/6
/6
AC1.7
/6
/6
AC2.1
/4
/4
AC2.2
/9
/9
/18
/9
AC3.1
/4
/4
AC3.2
/9
/9
AC3.3
/6
/6
AC3.4
/9
/9
AC4.1
/6
/6
AC4.2
/6
/6
AC4.3
/6
/6
AC4.4
/4
/4
AC4.5
/6
/6
AC4.6
/6
/6
AC4.7
/6
/6
TOTAL
(MARK RECORD SHEET P2 of 2)
/120
Assessment Grid
Activity 1A/1B
AC
1
2
3
Activity 2
4
AC1.1

AC1.2

AC1.3

1
2
AC1.4

AC1.5

3
4

AC1.6

AC1.7

AC2.1


AC2.2

AC3.1

AC3.2

AC3.3

AC3.4

AC4.1

AC4.2

AC4.3

AC4.4

AC4.5

AC4.6

AC4.6

Level 3 Diploma in Environmental Science 18

5
WJEC LEVEL 3
Diploma in Environmental Science /
Extended Diploma in Environmental Science
Unit 2: The living environment and
conservation
Generic Mark Bands
Level 3 Diploma in Environmental Science 19
Learning Outcome
Assessment criteria
Performance bands
The learner will:
The learner can:
Band 1
Band 2
AC1.1 define an
ecosystem
Gives a definition of an
ecosystem
1-2
Gives an explanation of how
energy is transferred between
organisms with some accuracy
Low level explanations may not
always clearly show reasoning
1-2
Gives an explanation of the role
of decomposers in ecosystems
with some accuracy
Low level explanations may not
always clearly show reasoning
1-2
Gives an explanation of how
some factors affect biodiversity
Low level explanations may not
always clearly show reasoning
Gives a detailed description of
an ecosystem
3
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning of how
energy is transferred between
organisms
3-4
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning of the
role of decomposers in
ecosystems
3-4
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning of how
a range of factors affect
biodiversity
3-4
Makes a mostly appropriate
analysis of population data
showing some detailed
reasoning
3-4
Gives a mainly clear description
of how variation within a
species brings about change
Some parts are in detail
3-4
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning of the
process of succession
LO1 understand the
inter-relationships
within ecosystems
AC1.2 explain energy
transfers between
organisms in an ecosystem
AC1.3 explain the role of
decomposers in
ecosystems
AC1.4 explain how factors
affect ecosystem
populations
AC1.5 analyse patterns in
population data
1-2
Makes some appropriate
analysis of population data
AC1.6 describe how
variation within a species
brings about change
1-2
Gives a description of some
aspects of how variation within
a species brings about change
AC1.7 explain the process
of succession
1-2
Gives an explanation of the
process of succession with
some accuracy
Low level explanations may not
always clearly show reasoning
1-2
Zero marks to be awarded where there is insufficient evidence to achieve a mark at band 1
Band 3
3-4
Gives an accurate and coherent
explanation showing detailed
reasoning of how energy is
transferred between organisms
5-6
Gives an accurate, detailed and
coherent explanation of the role
of decomposers in ecosystems
5-6
Gives an accurate, detailed and
coherent explanation of how a
range of factors affect
biodiversity
5-6
Makes an appropriate analysis
of population data showing
detailed reasoning
5-6
Gives a clear and detailed
description of how variation
within a species brings about
change
5-6
Gives an accurate and coherent
explanation showing detailed
reasoning of the process of
succession
5-6
Learning Outcome
Assessment criteria
Performance bands
The learner will:
The learner can:
Band 1
Band 2
LO2 understand how
human activity impacts
on ecosystems
AC2.1 describe human
activity in an environment
Gives a description of some
human activities in an
environment.
Some aspects of the description
is relevant to the environment
studied
1-2
Gives an explanation of how
human activity affects an
ecosystem
Low level explanations may not
always clearly show reasoning
Gives a clear, detailed and
relevant description of human
activities in an environment.
The description is relevant to the
environment studied
3-4
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning of how
human activity affects an
ecosystem
Gives an accurate and coherent
explanation showing detailed
reasoning of how human activity
affects an ecosystem
1-3
4-5
6-9
AC2.2 explain how
human activity affects
ecosystems
Band 3
Zero marks to be awarded where there is insufficient evidence to achieve a mark at band 1
Level 3 Diploma in Environmental Science 21
Learning Outcome
Assessment criteria
Performance bands
The learner will:
The learner can:
Band 1
Band 2
LO3 understand how
ecosystems can be
conserved
AC3.1 describe what is
meant by conservation
Gives a mostly clear
description of what is meant by
conservation
1-2
Gives an explanation of why
conservation of ecosystems is
necessary
Low level explanations may not
always clearly show reasoning
1-2
Gives a description of some
appropriate methods of
conservation
Gives a clear and detailed
description of what is meant by
conservation
3-4
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning why
conservation of ecosystems is
necessary
3-6
Gives a mainly clear
description of appropriate
methods of conservation
Some parts are in detail
3-4
Gives a mainly accurate and
coherent explanation showing
some detailed reasoning of
relevant reasons for extinction
AC3.2 explain why
conservation of
ecosystems is necessary
AC3.3 describe different
conservation methods
AC3.4 explain the
reasons for extinction
1-2
Gives an explanation of some
relevant reasons for extinction
Low level explanations may not
always clearly show reasoning
1-3
Zero marks to be awarded where there is insufficient evidence to achieve a mark at band 1
Level 3 Diploma in Environmental Science 22
Band 3
4-6
Gives an accurate and
coherent explanation showing
detailed reasoning why
conservation of ecosystems is
necessary
7-9
Gives a clear and detailed
description of appropriate
methods of conservation
5-6
Gives an accurate and
coherent explanation showing
detailed reasoning of relevant
reasons for extinction
7-9
Learning
Outcome
The learner will:
LO4 be able to
monitor
ecosystems
Assessment criteria
Performance bands
The learner can:
Band 1
Band 2
Band 3
AC4.1 plan to obtain
data about ecosystems
Identifies some information to
collect
Identifies most information to
collect
Identifies the information to collect
Identifies some appropriate
procedures and equipment to
collect information
Identifies mainly appropriate
procedures and equipment to
collect information
Identifies appropriate procedures
and equipment to collect the
information
Sets some achievable times to
complete some aspects of the
plan
Sets achievable times to complete
most aspects of the plan
Sets achievable times to complete
all aspects of the plan
Devises a proforma to collect
some suitable information
Devises a mainly suitable
proforma to collect most required
information
3-4
Identifies significant hazards and
risks to safety.
Devises a suitable proforma to
collect all the required information
Suggests some suitable control
measures
Suggests some suitable control
measures for significant hazards
and risks to health and safety
Suggests suitable control
measures for hazards and risks to
health and safety
Records some parts of risk
assessment accurately
Records clearly and accurately
the risk assessment
1-2
Obtains some suitable data
about ecosystems
Records most aspects of the risk
assessment accurately and
clearly
3-4
Obtains mostly suitable and
sufficient data about ecosystems
Some data is obtained is within
expected tolerance of
procedures used to obtain data
Most data is obtained is within
expected tolerance of procedures
used to obtain data
Consistently obtains data within
expected tolerance of procedures
used to obtain data
3-4
5-6
AC4.2 draw up a health
and safety risk
assessment
AC4.3 obtain data about
ecosystems
1-2
Identifies some hazards and
risks to health and safety
1-2
5-6
Identifies the significant hazards
and risks to safety.
5-6
Obtains suitable and sufficient
data about ecosystems
Level 3 Diploma in Environmental Science 23
Learning
Outcome
The learner will:
Assessment criteria
Performance bands
The learner can:
Band 1
Band 2
Band 3
LO4 continued
AC4.4 record data from
ecosystems
Some key data is recorded
Most key data is recorded
key data is recorded
Entries are generally legible
Most entries are legible
All entries are legible
Some data recorded to
appropriate precision
Most data recorded to appropriate
precision
All data recorded to appropriate
precision
Some records are clear
Records are mostly clearly and
logically presented
2-3
Uses suitable methods to mostly
accurately process data
Records are clearly and logically
presented
4
Consistently uses suitable
methods to accurately process
data
Graphs/calculations are clearly
and logically presented
AC4.5 process data
from investigations
AC4.6 assess how
human activity has
affected an ecosystem
AC4.7 evaluate data
and procedures
1
Uses some suitable methods to
process data
Some aspects of
graphs/calculations are clearly
presented
Graphs/calculations are mostly
clearly and logically presented
Makes a limited use of
significant figures
Makes some appropriate and
accurate use of significant figures
1-2
Gives an assessment of how
human activity has affected
biodiversity with reference to a
limited range of relevant factors,
with some reasoned judgements
1-2
3-4
Gives an assessment of how
human activity has affected
biodiversity with reference to
relevant factors, with mainly
reasoned judgements
Some parts are in detail
3-4
Makes mainly suitable
judgements showing clear
reasoning about data and
procedures against a range of
criteria
Makes some suitable
judgements about data and
procedures some
Evaluation may be weighed
towards data or procedures
1-2
Zero marks to be awarded where there is insufficient evidence to achieve a mark at band 1
Level 3 Diploma in Environmental Science 24
3-4
Consistently makes appropriate
and accurate use of significant
figures
5-6
Gives a detailed assessment of
how human activity has affected
biodiversity with reference to a
range of relevant factors, with
reasoned judgements
5-6
Makes suitable judgements
showing clear and detailed
reasoning about data and
procedures against a range of
criteria
5-6
WJEC LEVEL 3
Diploma in Environmental Science /
Extended Diploma in Environmental Science
SPECIMEN ASSESSMENT MATERIALS
External Assessment
UNIT 4 Scientific principles and the environment
Unit 4 Details of assessment
Unit 4 is assessed through one written two hour (90 marks) examination available in the
summer of each year. Unit 4 is intended to examine the underpinning scientific concepts of
units 1 to 3. Each paper will consist of two sections (Section A and B). All questions in the
paper will be compulsory.
Section A

Questions will be based upon a pre-release article and connected specification
content.

The pre-release article is intended to provide an environmental context for questions
in section A. It will also contain environmental data and information for analysis
and/or evaluation.

Between 22 and 25 marks will be available for Section A.
Section B

Questions set within an environmental context related to units 1 - 3. All questions will
require the learner to engage with stimulus material. Stimulus material may include
images, diagrams, photographs, graphs and information.
All papers will include synoptic questions that link to the context of units 1 to 3.
Assessment criteria from each learning outcome from unit 4 will be assessed in the
examination. Marks will be apportioned to each learning outcome of unit 4 as follows:
Learning
Outcome
AO1
AO2
AO3
AO4
Total
Allowed
range
18-24
18-24
18-24
23-29
90
Unit 4 Administration of pre-release material
The pre-release article will be available for centres to download from the WJEC website from
the last week of April. Teachers can use the pre-release material in lessons with learners
after it has been released on the WJEC website.
Learners will be issued with a clean copy of the pre-release article for the examination.
Learners are not permitted to take an annotated copy of the pre-release article into the
examination.
Level 3 Diploma in Environmental Science 26
WJEC LEVEL 3
Diploma in Environmental Science /
Extended Diploma in Environmental Science
Resource Folder (Pre-release Article)
For use with unit 4 Scientific principles and the environment examination
Specimen
Level 3 Diploma in Environmental Science 27
Air Pollution
What is air pollution?
5
10
15
20
25
30
Air quality and the formulation and transport of air pollution is a highly complex subject that is
dependent on many things including the weather, the natural environment, demographics,
random and dynamic events, many of which cannot be predicted or forecast. Air pollution is
both naturally occurring (e.g. sulfurous gases from volcanos, smoke from forest fires) and
man-made (e.g. vehicle exhaust and power station emissions).
Those people who were around in the 1940s and 1950s will remember the smog and “peasoupers”, most notably the great London smog of 1952 which contributed to the death of up
to 5 000 people. Thankfully those days are gone (in the UK at least) and today’s air pollution
is very different. Unlike the great smogs of the 1950s, air pollution is now largely invisible
and often without odour. The main pollutants in our towns and cities are oxides of nitrogen
(NOx), respiratory particles (known as PM10), ozone (O3), volatile organic compounds
(VOCs), sulphur dioxide (SO2) and carbon monoxide (CO). There are, of course, many more
air-pollutants, especially near industrial plants such as chemical works, power stations etc.
Although we no longer suffer from the fatal smogs of the 1950s, air pollution still has many
serious consequences that impact on the environment and human health - particularly the
very young, the very old and those who suffer from asthma and other chronic respiratory
illnesses. Air pollution has been linked to such illnesses and proven to exacerbate the
degree of suffering. Other air pollutants, such as benzene have been linked with different
types of cancers in humans and animals.
Particulate matter, especially very fine particles (smaller than 10 microns – known as PM10),
is thought to have a very large impact on human health and is one of the major problems
facing environmental professionals. PM10 particles and even smaller fractions (PM2.5) can
reach deep into our lungs and can cause severe respiratory problems as well as possibly
contributing to many other conditions and diseases.
In towns and cities, the many individual pollutants can combine to form a "cocktail" which,
under certain weather conditions (i.e. still, hot summer days), can lead to modern day smogs
known as "photochemical smog". This is common in all large cities during this type of
weather; some of the best-known "smog cities" include Los Angeles, Mexico City and, closer
to home, even London.
Tropospheric ozone formation
35
40
Ozone (O3) is a constituent of the troposphere (it is also an important constituent of regions
of the stratosphere). Photochemical and chemical reactions involving it drive many of the
chemical processes that occur in the atmosphere by day and by night.
Although life on earth would not be possible without the ozone layer, tropospheric ozone is
regarded as a secondary pollutant. The majority of tropospheric ozone formation occurs
when nitrogen oxides (NOx), carbon monoxide (CO) and volatile organic compounds (VOCs)
react in the atmosphere in the presence of ultraviolet light. NOx, CO, and VOCs are called
ozone precursors. Motor vehicle exhaust, industrial emissions, and chemical solvents are
the major anthropogenic sources of these chemicals. Another source is windshield washer
fluid. Although these precursors often originate in urban areas, winds can carry NOx
hundreds of kilometres, causing ozone formation to occur in less populated regions as well.
Methane, a VOC whose atmospheric concentration has increased tremendously during the
Level 3 Diploma in Environmental Science 28
45
50
last century, contributes to ozone formation but on a global scale rather than in local or
regional photochemical smog episodes. In situations where this exclusion of methane from
the VOC group of substances is not obvious, the term Non-Methane VOC (NMVOC) is often
used.
The chemical reactions involved in tropospheric ozone formation are a series of complex
cycles in which carbon monoxide and VOCs are oxidised to water vapour and carbon
dioxide. Some of these reactions are listed below.
OH + CO → HOCO
HOCO + O2 → HO2 + CO2
HO2 + NO → OH + NO2
55
NO2 + hf → NO + O*
O* + O2 → O3
The problem with tropospheric ozone
60
65
Ozone is a powerful oxidizing agent in the atmosphere readily reacting with other chemical
compounds to make many different toxic oxides. Ozone is also known to have the following
health effects (among others) at concentrations common in urban air:

Irritation of the respiratory system, causing coughing, throat irritation, and/or an
uncomfortable sensation in the chest.

Reduced lung function, making it more difficult to breathe deeply and vigorously.
Breathing may become more rapid and more shallow than normal, and a person's
ability to engage in vigorous activities may be limited.
Tropospheric ozone causes approximately 21 000 premature deaths per year in 25 countries
in the European Union. (WHO, 2008).
Tropospheric ozone is also a greenhouse gas.
What is the daily air quality index?
70
75
In deriving a daily air pollution indicator an approach must be developed to combine
concentrations of different measured pollutants. A number of alternative approaches have
been proposed to present air pollution information from a range of pollutants in a single
index. The most widely known of these is the United States Pollution Standards Index which
is used in a number of countries. In the UK, DEFRA have established an Air Pollution Public
Information System. DEFRA's System is based upon three air pollution thresholds
(Standard, Information and Alert) and four bands (Low, Moderate, High and Very High
Pollution). The effects on sensitive individuals described for 'high' levels of pollution may
worsen. Table 1 describes the possible health effects associated with different bands of air
pollution.
80
Level 3 Diploma in Environmental Science 29
Table 1 Banding and health effects
85
90
Banding
Index
Health Effects
Low
1, 2, or 3
Effects are unlikely to be noticed even by individuals who
know they are sensitive to air pollutants.
Moderate 4, 5, or 6
Mild effects, unlikely to require action, may be noticed
amongst sensitive individuals.
High
7, 8, or 9
Significant effects may be noticed by sensitive individuals and
action to avoid or reduce these effects may be needed (e.g.
reducing exposure by spending less time in polluted areas
outdoors). Asthmatics will find that their 'reliever' inhaler is
likely to reverse the effects on the lung.
Very
High
10
Employing the DEFRA Air Pollution Public Information System limits the Indicator to those
pollutants for which there are potential acute health effects. An indicator, based upon this
approach does not therefore include pollutants in the National Strategy with only chronic
health impacts: benzene, 1,3-butadiene and lead.
Combining chronic and acute health effects from air pollution within a single indicator would
require impacts to be evaluated in terms of a life-time or annual risk. The resulting indicator
would be extremely complex to calculate and highly dependent upon the assumptions
employed. In particular, long-term exposure to each pollutant would need to be assessed. A
recent study (Development of Aggregated UK Indicators of Air Quality, 1998, DETR, HMSO)
concluded that there is no current methodology for estimating population exposure [to air
pollution] which is sufficiently robust to derive a meaningful indicator.
An Indicator based upon the frequency of pollution episodes (and potential acute health
effects), as opposed to one of chronic air pollution toxicity is considered to be more:
95
100
105

scientifically robust;

readily understood by the public;

readily reflects at least some public concerns (air pollution as a precursor to acute
respiratory disease).
The Index is therefore based upon the five pollutants included in the DEFRA Air Pollution
Public Information System. If, in the future, the National Air Quality Strategy is extended to
include other pollutants with acute health effects, it would be appropriate to re-examine the
pollutants to be included both within the Indicator and Public Information System. If the
national standards and/or Public Information System were amended, for example to reflect
improved scientific knowledge of air pollution health impacts, it would be necessary to reexamine the Indicator.
The overall daily air quality index for Swansea or an individual site is calculated from the
highest concentration of the five pollutants included within the banding system. All data
presented within these pages is shown as micro grams per cubic meter of air (µgm-3).
Level 3 Diploma in Environmental Science 30
Table 2 Boundaries between index points for each pollutant
Band
Index
Ozone
Running 8 hourly mean
Nitrogen dioxide
hourly mean
µgm-3
µgm-3
Low
1
0-33
0-66
Low
2
34-65
67-133
Low
3
66-99
134-199
Moderate
4
100-120
200-267
Moderate
5
121-140
268-334
Moderate
6
141-159
335-399
High
7
160-187
400-467
High
8
188-213
468-534
High
9
214-239
535-599
Very high
10
240
or more
600
or more
110
Level 3 Diploma in Environmental Science 31
Air quality in Swansea
The following measurements show data on air quality and meteorological data in Swansea
for two periods between 14th and 21st July 2013. There was no rainfall in this period.
Chart A UV Intensity in Swansea 14 – 21 July 2013
115
Chart B Wind speed in Swansea 14 – 21 July 2013
Level 3 Diploma in Environmental Science 32
Chart C Wind direction at 10 m in Swansea 14 – 21 July 2013
Chart D Ozone levels in Swansea14 – 21 July 2013
120
Chart E Nitrogen dioxide levels in Swansea14 – 21 July 2013
Level 3 Diploma in Environmental Science 33
Ozone Levels
125
Every 30 minutes, the 8 hour mean value of ozone is updated . The running 8 hour mean
level of ozone during the period 17-19 July is shown in Table 2. These values are obtained
by averaging all the ozone reading in the previous 8 hours.
Table 3 Ozone levels – Running 8 hour mean values
Ozone (8 hour mean value)
µg/m3
Time
17/07/2013
18/07/2013
19/07/2013
00:00
79.8697
73.34758
112.6415
00:30
78.50364
71.30697
109.6627
01:00
77.45303
68.90697
106.5339
01:30
76.3
66.75333
104.5797
02:00
75.30121
64.9297
101.2015
02:30
74.48758
62.50121
96.66697
03:00
72.85212
60.90848
93.04303
03:30
71.52394
60.16182
90.09818
04:00
69.21061
60.23939
87.43182
04:30
67.07515
61.4597
84.91848
05:00
66.32697
60.96364
82.41212
05:30
64.81727
59.7197
81.77545
06:00
62.64364
59.74667
81.47273
06:30
60.95576
60.31182
81.12394
07:00
59.13394
60.40515
78.53212
07:30
57.21848
60.45636
75.42333
08:00
56.18333
60.08667
72.15152
08:30
55.43606
61.08424
70.0097
09:00
54.5497
61.85515
68.41848
09:30
53.74879
62.94455
67.1497
10:00
55.14879
63.27939
66.39939
10:30
56.52909
63.55091
66.06848
11:00
60.8382
63.60242
66.04543
11:30
72.9651
63.70244
66.11854
Level 3 Diploma in Environmental Science 34
12:00
76.8697
63.75091
66.24303
12:30
78.50364
63.85545
66.62061
13:00
77.45303
63.9703
66.77667
13:30
76.3
63.95273
66.82939
14:00
75.30121
63.75455
66.97697
14:30
74.48758
64.77515
67.1103
15:00
72.85212
67.40303
67.41333
15:30
71.52394
69.81636
67.40879
16:00
69.21061
72.95758
67.70303
16:30
67.07515
75.74788
68.00545
17:00
66.32697
79.00909
68.6697
17:30
64.81727
83.1197
69.39273
18:00
62.64364
86.78242
70.71636
18:30
60.95576
90.3
72.43152
19:00
59.13394
93.34182
73.77788
19:30
57.21848
98.2997
74.87727
20:00
56.18333
102.4436
76.67879
20:30
55.43606
105.6509
77.57242
21:00
54.5497
108.1788
77.30636
21:30
53.74879
110.7879
76.37636
22:00
53.14879
112.6836
75.96879
22:30
52.52909
113.5503
75.66242
23:00
52.25273
112.457
75.37333
23:30
53.53606
111.2615
74.69333
Level 3 Diploma in Environmental Science 35
Level 3 Diploma in Environmental Science 36
Candidate Name
Centre Number
Candidate Number
WJEC LEVEL 3 Diploma in Environmental Science /
WJEC Level 3 Extended Diploma in Environmental Science
SPECIMEN EXTERNAL ASSESSMENT
AM/PM xxxday xx June 20**
Unit 4: Scientific principles and the environment (2 hours)
For Examiner’s use
only
Section
Question
Maximum
Mark
A
1-4
25
B
5
10
6
14
Instructions to candidates
7
14
Answer all questions.
8
7
9
5
10
10
11
5
Total
90
Write your answers in the spaces provided in this
booklet.
Information for candidates
The total mark for the paper is 90 marks.
Mark
Awarded
You are reminded of the necessity of good English
and orderly presentation of your answers.
The number of marks is given in brackets at the end of each question or part question.
Questions in section A are based on the pre-release article.
You will need the resource folder that contains the pre-release article.
You will need a calculator and ruler for this exam.
You should show your workings to calculations.
Level 3 Diploma in Environmental Science 37
Section A
Answer all questions in the spaces provided.
These questions are based upon the pre-release article
1.
(a)
‘Ozone (O3) is a constituent of the troposphere (it is also an important constituent
of some regions of the stratosphere)’ (lines 33-34).
The diagram that follows shows the structure of the atmosphere. Label the
following diagram (not drawn to scale) using the following terms:
[3]
stratopause
troposphere
Level 3 Diploma in Environmental Science 38
stratosphere
ozone layer
tropopause
(b) “Life on earth would be impossible without the ozone layer” (line 36).
Explain this statement.
[3]
……………………………………………………………………..…………….….
……………………………………………………………………..…....……….….
……………………………………………………………………………..….….….
…………………………………………….…………………………..………….….
………………………………………………….………………………..……….….
2.
(a) This question refers to the section on tropospheric ozone formation (lines 33-56).
(i)
‘Photochemical and chemical reactions drive many of the chemical processes
that occur in the atmosphere’ (lines 34-35). State what you understand by a
photochemical reaction.
[2]
............................................................................................................................
............................................................................................................................
(ii) State what is indicated by the ‘*’ in the formula ‘O*’ (line 55).
[1]
............................................................................................................................
(iii) Show a dot and cross diagram for the OH(g) free radical (line 34).
[1]
(iv) With reference to one of the equations in the reaction sequence (lines 52-56),
explain what is meant by a propagation step.
[3]
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………..
(v) The sequence of reactions (lines 52-56) can be summarised as a single
balanced chemical equation. Complete the equation below.
[2]
CO + ……O2
+
hν
→
………….
+
……………..
Level 3 Diploma in Environmental Science 39
(b)
‘The majority of tropospheric ozone formation occurs ..…. in the presence of
ultraviolet light’ (lines 37-39).
(i) Support this statement by making reference to suitable air quality graphs for
Swansea. (page 32-33)
[2]
………………………………………………………………………………………….
…………………………………………………………………………………………..
………………………………………………………………………………………….
………………………………………………………………………………………….
…………………………………………………………………………………………..
(ii) Explain why ultraviolet light is required in this process by making reference to
the atmospheric reactions (lines 52-56).
[2]
………………………………………………………….……………………………….
………………………………………………………….………………………………..
……………………………………………………………………………………………
..…………………………………………………………………………………………..
3.
The running eight hour mean ozone data was obtained by averaging the ozone
levels recorded every 30 minutes over an eight hour period.
The raw data used to obtain the mean 55.14879 µg/m3 (Date 17/07/2013. Time
10:00) was:
78.23, 77.34, 78.62, 63.17, 41.96, 51.63, 53.30, 42.53, 40.9, 35.84, 41.7,
65.63,55.27, 39.3, 47.53, 39.78, 50.82, 57.87, 44.81, 43.06, 46.84, 44.61, 47.15,
50.23, 50.03, 56.26, 54.49, 51.87, 60.25, 56.67, 58.99, 58.77, 68.46
(i) Rewrite the mean value showing the correct number of significant figures. [1]
……………… µg/m3
Level 3 Diploma in Environmental Science 40
(ii) It is sometimes more useful to quote concentration in parts per billion rather
than units of μg/m3.
Convert 100 μg/m3 of ozone to units of ppb, if the temperature is 20oC. [3]
Use the formula:
μg/m3 =
ppb x 12.187 x M
(273 + °C)
where M = molar mass of substance;
Ar(O) =16
Answer ……………….ppm
4.
One of the reactions of ozone which takes place in the atmosphere is:
C2H4 + O3  2CO + 2HO2 + other products
Use oxidation numbers to explain whether the carbon atom is oxidised or reduced in this
reaction.
[2]
………………………………………………………….………………………………..…..…
……………………………………………………………………………………….….………
..……………………………………………………………………………………..….………
Level 3 Diploma in Environmental Science 41
Section B
Answer all questions in the spaces provided.
5.
Heat energy is lost from houses.
(a)
The table shows the percentage of the external area and percentage heat loss
from different parts of a house.
Area (%)
Heat loss (%)
Roof
25
25
Windows
5
20
Walls (air cavity)
48
30
Floor
22
15
(i)
Explain how cavity wall insulation reduces heat loss through the walls. [2]
…...................................................................................................................
…………………….……….………………………………………………………
…………………….……….………………………………………………………
(ii) Use the information in the table to determine which part of the house allows
the greatest heat energy loss per unit area. Explain why this is the case.
[2]
...................................................................................................................
……………….……….…………………………………….……………………
..................................................................................................................
(iii) Explain why double glazing reduces the amount of heat lost through a
window.
[2]
.....................................................................................................................
………………….……….…………………………………………………………
…..................................................................................................................
Level 3 Diploma in Environmental Science 42
(b) The graph shows the effect of gap size on the rate of heat loss when the
outside temperature is 10 °C lower than that inside the house.
(i)
Show on the graph, the optimum gap between the panes to reduce heat loss.
[1]
(ii) Most modern double glazed units use a gap of 20 mm. The total window area
for a house is 20 m2.
Use the graph to estimate the heat (energy) loss in eight hours.
Include the unit in your answer.
[3]
Answer …………. ……….
Level 3 Diploma in Environmental Science 43
6.
There are fears of winter black-outs in the UK due to insufficient capacity to generate
electricity. It is proposed that the site of the derelict Battersea power station in central
London be used to build a new power generation plant. There are two options for the
new power station - a coal powered station or a nuclear powered station.
©Shutterstock/Iain McGillivray
(a)
Compare and contrast the two options for generating power. Discuss whether
central London is a suitable location for such power stations.
[7]
….....................................................................................................................
…………………….……….…………………………………………………………
……..................................................................................................................
……..................................................................................................................
…………………….……….…………………………………………………………
……..................................................................................................................
……..................................................................................................................
….………………….……….………………………………………..…….…………
……..................................................................................................................
……..................................................................................................................
…………………….……….…………………………………………………………
……..................................................................................................................
……..................................................................................................................
……...................................................................................................................
Level 3 Diploma in Environmental Science 44
(b) Coal produces 25 GJ of thermal energy per tonne (1000 kg) and a 35% efficient
coal power station produces 3.6 GW of electrical power.
(i) Differentiate between the terms power and energy used in this sentence. [2]
……..................................................................................................................
……...................................................................................................................
..…………………….……….…………………………………………………………
(ii) Calculate the mass of coal burned per second by the power station.
[3]
(iii) Each GJ of energy produced by the power station releases 2.1 kg of pollutants
(other than CO2) into the atmosphere.
Calculate the mass of these other pollutants produced by the power station
every day.
[2]
Answer …………………………
Level 3 Diploma in Environmental Science 45
7.
The ‘hygenia Aquasnap’ is a user friendly, self-contained water sampling device. It is
used as a water testing device for testing the biomass of living organisms in cultures,
water, and waste waters. The test relies on the fact that all living things require energy
and usually this is used in the form of the ‘universal’ energy molecule ATP.
(a) The schematic diagram below shows the molecule ATP that the ‘aqasnap’ detects.
C
A
B
(i) State the name of the parts labelled A, B and C.
[3]
A …………………………………………
B ……………………………………….…
C ………………………………………….
(ii) Describe how energy is released from ATP.
[3]
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………………………………………………………………
Level 3 Diploma in Environmental Science 46
(iii) Give three advantages of ATP as an energy source.
[3]
1. ……………………………………………………………………………………
2. ……………………………………………………………………………………
3. ……………………………………………………………………………………
(iv) Name two process inside a cell that requires energy in the form of ATP. [2]
1. ……………………………………………………..
2. ……………………………………………………..
(b) The ATP detected by the aquasnap is produced in small steps in the process of
respiration. The main steps are outlined below.
Glycolysis
Link reaction
Krebs cycle
Electron
transport
chain
Describe the reactions that link glycolysis to the Krebs cycle.
[3]
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
Level 3 Diploma in Environmental Science 47
8)
Throughout Indonesia tropical forests have been extensively cleared to make land
available for agriculture. In these forests nitrogen was made available to growing plants
by the action of bacteria.
(a) Explain how the clearing of forests can affect the amount of carbon dioxide in the
atmosphere.
[2]
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
(b) Describe the role of bacteria in making the nitrogen in dead leaves available. [5]
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Level 3 Diploma in Environmental Science 48
9.
Iron is found naturally in some underground water. At sources where natural iron levels
are high, treatment plants are provided to remove it. In the UK, the national
requirements specify a maximum of 200 gFe/l (0.200 ppm of iron) in drinking water at
the consumer taps.
A water sample taken from a consumer water tap is analysed by atomic absorption
spectroscopy at 248.3 nm for iron. The absorbance of the water, after twofold dilution,
was 0.430 at 248.3 nm.
Conc of Fe
(ppm)
Absorbance
0.00
0.000
0.59
0.115
1.78
0.335
2.97
0.530
4.15
0.670
5.93
0.815
Construct a suitable calibration curve and use this curve to determine the concentration
of the iron in the original water sample. State whether this water sample is within
national requirements.
[5]
The graph paper for this question is on the facing page.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Level 3 Diploma in Environmental Science 49
Graph paper for use with question 9.
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
0
0.5
1
1.5
Level 3 Diploma in Environmental Science 50
2
2.5
3
3.5
4
10.
The following table contains information about two different pesticides.
Common
name
Pesticide
Movement
Rating
Soil halflife
(days)
Water
solubility
(mg/l)
Sorption
coefficient
Koc
log10(Sorption
coefficient)
log10(Koc)
DDT
Extremely
Low
2000
0.0055
2 000 000
6.301
dicamba salt
Very High
14
400 000
2
0.301
(a) (i)
The soil DDT concentration of DDT was found to be in 12.8 ppm.
Estimate the concentration in the soil after 6 000 days.
[2]
Answer ……………….
(ii) DDT was banned from use in the UK in 1984. Thirteen years after DDT was
banned, it could be still detected in soil samples.
Explain this observation in light of the information given above.
[3]
..…….……………………………………………………………………………..
……..……………………………………………………………………..….……
…………………………………………………………………………….……….
……………………………………………………………………..……………….
(b) Explain which pesticide is likely to show higher concentrations in ground water
near application sites.
[1]
…………………………………………………………………………………………….
…………………………………………………………………………………………….
(c) Half-lives for pesticides in the environment are sensitive to a number of factors
and should only be treated as a guide.
State two factors that may affect the half-life of a pesticide in soil.
[2]
……………………………………………………………………………………….…….
…………………………………………………………………………………….……….
………………………………………………………………………………….………….
Level 3 Diploma in Environmental Science 51
(d) The pesticide movement rate is determined by making use of Groundwater
Ubiquity (GUS) scores. If the GUS value is higher than 4.0, then the pesticide has
a very high potential to move towards groundwater.
Use the following expression to calculate the GUS value for Diacamba salt and
confirm that it should be ranked as ‘very high’.
[1]
GUS = log10(half-life) x [4 - log10(Koc)].
……………………………………………………………………………………………
……………………………………………………………………………………………
(e) State which of the following rate equations describes the rate of decomposition of
DDT in soil.
[1]
A
rate = k[DDT]0
B
rate =k[DDT]1
C
rate =k[DDT]2
D
rate =k[DDT]3
………………….
Level 3 Diploma in Environmental Science 52
11.
Copper in high concentrations can be toxic. Copper complexes, such as copper
tetraaqa(ethylenediamine)copper(II) and aqua(triethanolammine)copper(II) have
been developed that serve to decrease the availability of the copper ion in the water
column through chelation. Ionic copper in solution normally forms complexes with
carbonates. The chelated copper complexes prevent these copper carbonates from
forming, thereby decreasing the toxicity to non-target organisms including humans
and fish.
Tetraaqa(ethylenediamine)copper(II)
Aqua(triethanolamine)copper(II)
(a) Explain the term chelating agent with reference to ethylenediamine.
[2]
……………………………………………………………………………………………
…………………………………………………………………………………………….
Level 3 Diploma in Environmental Science 53
(b) Give the coordination number of the copper in both the
tetraaqa(ethylenediamine)copper(II) and the aqua(triethanolamine)copper(II)
complexes.
…………………………………………………………………………………………….
…………………………………………………………………………………………….
(c)
The pH of pond water on an old copper smelting site has a pH of 4.8.
(i) Define pH.
[1]
……………………………………………………………………………………….
……………………………………………………………………………………….
(ii) Calculate the H+ concentration of the water.
[1]
…………… mol dm-3
Level 3 Diploma in Environmental Science 54
[1]
WJEC LEVEL 3
Diploma in Environmental Science /
Extended Diploma in Environmental Science
Unit 4: Scientific principles and the environment
Specimen Mark Scheme
Level 3 Diploma in Environmental Science 55
SECTION A
Question
1. (a)
Marking point
All labelling points correct (3)
Clarification
Mark
Less than two labelling points correct
(0)
3
3 or 4 labelling points correct (2)
2 points correct (1)
(b)
Ozone layer/stratospheric ozone (is
referred to) (1)
Ozone absorbs UV light (1) preventing
penetration to ground level where it
damages DNA in organisms (1)
3
2 (a) (i)
A chemical reaction initiated by the
absorption (1) of energy in the form of
light/light energy/electromagnetic
radiation(1)
2
Activated oxygen/ excited oxygen (1)
1
(ii)
(iii)
7 electrons must be shown around the
O atom.
3
(iv)
A step in a free radical reaction
mechanism (1) in which has free radical
reactant and free radical product. (1)
e.g. HOCO + O2 → HO2 + CO2 (1)
(v)
2, CO2, O3
2 marks all correct, 1 mark products
correct
Graph A shows a periodic change in
UV levels (between day and night) (1)
These periodic changes are mirrored in
similar periodic variation in the ozone
levels in graph D (1)
Graphs A and D should be referred to
in each case
Step 4 involves the absorption of light
from the UV part of the spectrum (1).
Without the formation of
(activated/excited) oxygen, step 5 could
not take place (1)
Two points must be correctly and
coherently connected for 2 marks
(b) (i)
(ii)
Level 3 Diploma in Environmental Science 56
1
2
2
2
Question
3
4
Marking point
(i)
55.15
(ii)
ppb = µgm-3 x (273 + oC)
12.187 x M
Clarification
1
3
(1)
M(O3) = 3 x 16.00 = 48.00
(1)
ppb = 100 x 293 = 50.09
12.187x48
(1)
C2H4 ON(C) = -2
CO ON(C) = +2
Carbon is oxidised
Mark
2 marks. The answer must give
correct ON and correct conclusion
(oxidised)
1 mark can be awarded for two parts
correct.
If the conclusion is deemed correct in
spite of one wrong oxidation number
then the answer must be consistent
with the candidate’s oxidation
numbers.
TOTAL SECTION A
Level 3 Diploma in Environmental Science 57
2
25
SECTION B
Question
Marking point
Clarification
5. (a) (i)
Cavity wall filling involves using packing
cavity with a material with poor heat
conductor/material with high U value (1)
Inhibiting heat flow so reducing % heat
loss. owtee (1)
(ii)
Windows (1)
Have higher thermal conductivity/ lower
thermal resistance/ lower U value
(than other parts of the house). (1)
(iii)
Trapped layer of air/air between two
sheets of glass (1) reduces thermal
conductivity/increases thermal
resistance thus reducing heat loss /
which is poor conductor of heat. (1)
Do not accept: easier passage of
heat than other parts of house.
Points must be correctly and clearly
connected for 2 marks.
Graph marked at 30 mm.
Accept mark at 31 mm.
1
Heat loss = 2.85 x 8 x 60 x 60 x 20 =
1624320 (2) Joules. (1)
or
=2.85 x 8 x 20 = 451.2 (2) Wh (1)
If correct calculation shown but wrong
answer recorded. (1)
Other appropriate units may be used
e.g. kWh.
3
(b) (i)
(ii)
Level 3 Diploma in Environmental Science 58
Two points must be correctly and
coherently connected for 2 marks.
Mark
2
2
2
Question
6 (a)
(b) (i)
(ii)
(iii)
Marking point
Clarification
Coal
Any two from:
 Acid rain
 Global warming/CO2 emitting
 Other specified pollution e.g.
smog & carcinogenic
Particulates
 Causes asthma
 Can be very high output power.
Nuclear
Any two from:
 Danger of accident/leak in high
population area
 Decommissioning very
expensive, waste radioactive for
many years and must be
contained
 Expensive in general
 no CO2 emission, can be very
high output power.
Local points
Any three from:
 Large number of local jobs (and
plenty of people to fill
vacancies),
 Plenty of water available
(Thames),
 Less need for long power
cables,
 Good rail links,
 Very expensive land prices,
 Causes asthma (but cannot be
counted twice),
 Risk of radioactive leak in high
population area (but cannot be
counted twice),
 Reduces already poor air quality
in London etc.
7
2
Energy is the capacity to do work. (1)
Power is the rate at which work is done,
or energy is transmitted. (1)
3.6 GW = 3.6 GJs-1
3.6 x 100/35 = 10.3 (GJs-)1 of energy
from coal (1)
10.3/25 (1)
= 0.41 tonnes per second. (1)
Energy produced per day =
3.6x60x60x24= 311 040 GJ (1)
Mass pollutants = 311 040 x 2.1
=653 184 kg/ (1)
Mark
Incorrect answer but all workings
correct = 2m
3
Allow error carried forward to second
and third steps
Allow error carried forward
Also accept 653.184/653 tonnes
Level 3 Diploma in Environmental Science 59
2
Question
7 (a) (i)
(b)
8 (a)
(b)
Marking point
A - Adenine
B - Ribose
C – Phosphate
Clarification
Nitrogenous or organic base
Pentose.
(ii)
ATP converted to ADP + Phosphate
ATP - hydrolysed
High energy phosphate bonds ATPase
30kJ mol-1
(iii)
Energy released in small amounts
Only requires one enzyme
Universal/common energy source
Easily moves across a membrane
Easily regenerated
(iv)
Any two from –
Protein synthesis
Biosynthesis
Active transport
Nerve conduction
Cell division
Do not accept:
metabolism
growth
movement
Amino acids/protein in plants contain
nitrogen (1)
Decomposition / Putrefaction occurs
caused by saprophytic bacteria) (1)
produce ammonium compounds (1)
and
any two of:
 Deamination of protein occurs
 Nitrifying bacteria /nitrobacter
produces nitrites (nitrification)
 Nitrosomas - produces nitrates
– absorbed by plants
Level 3 Diploma in Environmental Science 60
3
3
Pyruvate is converted to acetyl /Pyruvic
acid is converted to a two carbon
structure.(1)
Reduced NAD formed/dehydrogenation
Loss of carbon dioxide/decarboxylation
Forms acetyl CoA
Reduced photosynthesis / reduced
carbon dioxide uptake (1) which will in
turn lead to increase in carbon dioxide
in atmosphere (1)
Mark
3
2
3
Points must be coherently linked to
obtain 2 marks
2
3
2
Question
9
Marking point
Graph constructed correctly:
Axis (X = conc (ppm), Y absorbance)
and must also be correctly labelled. (1)
Clarification
Mark
If the axis is wrong way around but
otherwise drawn correctly (1). Use
candidate workings from graph in
marking other parts.
Suitable scale. (1)
Best fit curve used. (1)
If best straight line is used give no
marks for this point.
Concentration of diluted Fe3+ (2.05;
2.00-2.10 = allowed range). (1)
If straight calibration line used then
mark from this point on using the
value candidate should get if he/she
correctly uses the straight line to
obtain concentration.
Iron sample = 4.20 and is outside
national guidelines. (1)
Must be 2x answer for diluted sample.
Completed calibration curve for
reference purposes is shown in
appendix A.
Level 3 Diploma in Environmental Science 61
5
Question
10 (a) (i)
Marking point
Clarification
Mark
Three half-lives (1)
1.6 ppm (1)
Unit must also be recorded to be
awarded 2 marks
2
Any three of:
 It has an extremely low
pesticide movement rate and so
is unlikely to be transported out
of the system
 It has a relatively long half-life
and so persists in environment
 It has a low water solubility so
will not be washed away
 It has a relatively high
log10(sorption coefficient)/
sorption coefficient so binds to
soil.
In each case the significance of the
data must be given to obtain the mark.
3
(b)
Dicamba salt since it has a much higher
water solubility than DDT.
Candidate must give the name of
pesticide and correct reason to obtain
the mark.
1
(c)
Any two of: soil type, soil temperature,
soil moisture content, amount of
sunlight, microbial populations.
(d)
GUS = log10(14) x [4 – 0.301]
= 1.146 x 3.699 =4.24 (1)
Higher than 4 therefore very high
mobility.
(e)
B
(ii)
11 (a)
A chelating agent can form more than
one (coordinate) bond with a metal.
ethylenediamine can form two such
bonds. (1)
2
Accept 4.2390/.2391
mark given for value only
1
1
Alternative: a compound that can
coordinate to more than one
coordination position/site. (1)
Ethylenediamine can coordinate to
two metal positions/sites. (1)
2
(b)
Both have coordination number of 6. (1)
It must be clear that the candidate
realises that both complexes have
same coordination number of 6.
1
(c) (i)
pH = -log10[H+]
Alternative: negative log to base 10 of
hydrogen ion concentration.
1
[H+] = 1.58 x 10-5
Also accept 1.6 x 10-5
Do not accept 1.5 x 10-5
1
(ii)
TOTAL SECTION B
Level 3 Diploma in Environmental Science 62
65
Appendix: Q9 iron calibration graph
Iron calibration graph
0.7
0.6
Absorbance
0.5
0.4
0.3
0.2
0.1
0
0
0.5
1
1.5
2
2.5
3
3.5
4
conc iron (ppm)
Level 3 Diploma in Environmental Science 63
Level 3 Diploma in Environmental Science 64
Unit 4 Assessment Grids
Level 3 Diploma in Environmental Science 65
WJEC Level 3 Diploma / Extended Diploma in Environmental Science
Unit 4 Scientific principles and the environment
External Assessment: documentation
specimen
Year
Examiner
Reviser
Specification link
SECTION A (pre-release section)
LO
AC
1.1
1.2
1.3
1.4
1.5
2.1
2.2
2.3
2.4
2.5
2.6
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
4.1
4.2
4.3
4.4
Unit link
1
2
3
Question
1 a
b
2 a i
ii
iii
iv
v
b i
ii
3 a i
ii
4
Total
3
3
2
1
1
2
2
1
1
1
2
2
8

1
1
1
3
6
2
6
1
Allowed range for Section A

25
22-25
Level 3 Diploma in Environmental Science 66
SECTION B
LO
AC
1
1.1
1.2
1.3
2
1.4
1.5
2.1
2.2
2.3
3
2.4
2.5
2.6
3.1
3.2
3.3
1
1
2
1
1
3.4
4
3.5
3.6
3.7
3.8
4.1
4.2
4.3
4.4
Unit link
1
2
3
Question
5 a
b
6a
b
7 a
b
8 a
b
9
10 a
b
c
d
e
11 a
b
c
i
ii
iii
i
ii







1
3
7
i
ii
iii
i
ii
iii
iv
2
3
2
3
3
3
2



3


2
5
1
i
ii
1
3
1
2
3
1


1
1
1


2
1
i
ii
Section B
1
11
3
2
5
1
Section A
Total
Allowed
range

1
3
2
8
2
8
4
2
7
6
2
14
1
2
6
1
21
22
21
26
90
18-23
18-23
18-23
23-29
90
Level 3 Diploma in Environmental Science 67
WJEC Level 3 Diploma / Extended Diploma in Environmental Science
Unit 4 Scientific principles and the environment
Coverage
Specimen
Section A marks in range 2225 marks
25
LO1 marks in range 18-23
21
LO2 marks in range 18-23
22
LO3 marks in range 18-23
21
LO4 marks in range 23-29
26
Synoptic links to units 1, 2 &
3

Minimum of two extended
questions (>5 marks)

Principal Examiner
Reviser
Level 3 Diploma in Environmental Science 68
2016
2017
2018
All AC
covered
in last
three
years?
2019
2020
2021
All AC
covered
in last
three
years?
2022
WJEC Level 3 Diploma / Extended Diploma Environmental Science
Unit 4 Scientific principles and the environment
Assessment criteria: annual coverage
1.1
1.2
11
3
1.3
2
1.4
1.5
2.1
2.2
2.3
2
5
1
2
3
3
2.4
2.5
2.6
3.1
3.2
3.3
3.4
8
8
2
4
2
7
4
3.5
3.6
3.7
Verified
3.8
4.1
4.2
4.3
6
4
20
2
YEAR
SPECIMEN
4.4
Reviser
AC
1
Principal
Examiner
LO
2016
2017
2018
2019
2020
2021
2022
Level 3 Diploma in Environmental Science 69
Level 3 Diploma in Environmental Science 70