Cambridge International AS Level: Environmental Management 8291/11 May/June 2022

Cambridge International AS Level
ENVIRONMENTAL MANAGEMENT 8291/11

Paper 1 Principles of Environmental Management May/June 2022
MARK SCHEME
Maximum Mark: 80
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2022 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 20 printed pages.
© UCLES 2022 [Turn over

8291/11 Cambridge International AS Level – Mark Scheme May/June 2022
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the
scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
© UCLES 2022 Page 2 of 20

PUBLISHED
Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.

PUBLISHED
Science-Specific Marking Principles
1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks
should not be awarded if the keywords are used incorrectly.
2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any
correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored.
3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus
terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection).
4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically
correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where
necessary and any exceptions to this general principle will be noted.
5 ‘List rule’ guidance
For questions that require n responses (e.g. State two reasons …):
 The response should be read as continuous prose, even when numbered answer spaces are provided.
 Any response marked ignore in the mark scheme should not count towards n.
 Incorrect responses should not be awarded credit but will still count towards n.
 Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be
awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this
should be treated as a single incorrect response.
 Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

PUBLISHED
6 Calculation specific guidance
Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show
your working’.
For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by
the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values.
For answers given in standard form (e.g. a  10n) in which the convention of restricting the value of the coefficient (a) to a value between 1
and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme.
Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded.
Exceptions to this general principle will be noted in the mark scheme.
7 Guidance for chemical equations
Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme.
State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

PUBLISHED
Question Answer Marks
1(a)(i) washed from / blown from land; 2

from landfill;
into (named) rivers;
thrown down by people / littering / from beaches;
lost from / thrown from boats / cruises;
from fishing;
1(a)(ii) interferes with communication / vision / scent trails; 2
mistaken for jellyfish / food;
causing digestion problems / choking;
become entangled / trapped / slow progress in migratory route;
leading to injury / death;

PUBLISHED
1(a)(iii) education / awareness campaigns; 4

to stop people littering;
beach clean-ups;
e.g. fund / organise clearing plastic waste from ocean
using spending power to buy more environmentally responsible products;
legislation;
fines for wrong disposal / the polluter pays;
taxes on plastic products / less people will buy;
restricting use of single use plastics;
reduce the use of plastics / less packaging;

reduces the amount needed to be disposed of;
use alternatives to plastic;

e.g. use paper bags / paper straws instead of plastic ones;
wider use of biodegradable plastics;
reduces plastic waste;
safe / controlled disposal;

landfill security;
recycling / re-use e.g. plastic bags;

reduces the amount entering landfill / reduces waste;
financial incentives for recycling plastic;
1(b)(i) small fish; 1

squid;
turtle;
shark;
1(b)(ii) shark / top predator / apex predator / tertiary consumer / 5; 1

PUBLISHED
1(b)(iii) up / stays the same / down; 2
(up / increases)
reduction of shark / turtle numbers, less predation of squid;
less predation on other species e.g. small fish, more food for squid;
(stays the same)

balance of food chain unchanged;
(down / decreases)
reduction in small fish / zooplankton / less food available for squid;
injury to squid due to ingesting / eating the plastic waste themselves;
2(a)(i) water / H2O; 2
oxygen / O2;
glucose / C6H12O6;
2(a)(ii) a substance / factor / correctly named example; 2
which affects / controls the rate of photosynthesis / a process; AW

PUBLISHED
2(a)(iii) global warming / climate change / (enhanced) greenhouse effect; 4
increased carbon dioxide levels collect in the upper atmosphere;
heat trapped in atmosphere / not reflected back to space;
increased heat leads to drought;
increased temperatures lead to melting of glaciers / sea level rise;
increased ocean temperature;
ocean acidification;
leads to increased likelihood of extreme weather e.g. floods, storms, cyclones, hurricanes;
2(b) kills / destroys plants; 5
smoke reduces the light intensity reaching leaves;

photosynthesis rate reduces / less plant growth;
smoke contains increased levels of carbon dioxide;

photosynthesis rate increases / more plant growth;
dust and ash cover the leaf surface;

reducing the absorption of light;
dust and ash block the leaf pores / stomata;

reducing the exchange of gases;
ash improves soil fertility / adds nutrients to soil so increase in plant growth;
organic matter burnt (in short term) soil fertility decreases / less plant growth;
valid reference to pyrophytic plants / seed germination / e.g. pine cones open up and release seeds which then germinate;

PUBLISHED
3(a) hydroelectric (power) / HEP; 1
3(b) tidal / wave; 1
3(c) Brazil has a high dependency on HEP / 65% is HEP; 2
drought reduces the flow of rivers / storage of water;
reducing the amount of power generated;
3(d) Costa Rica has a large range of different methods; 2

or
Iceland has huge reliance on hydroelectric;
Costa Rica has more / Iceland has less flexibility if one source fails;
4(a)(i) burning coal, oil or gas / industrial processes / car engines; 1
4(a)(ii) a mixture of pollutants AND particulates; 2
including ground-level ozone;
formed from oxides of nitrogen;

formed from VOCs;
in (the presence of) sunlight;
4(a)(iii) irritates respiratory tract / breathing problems / asthma; 1
irritates eyes;

PUBLISHED
4(b) legislation to restrict vehicles from entering the areas; 4

unless they are low-emission;
Ultra-Low Emission Zones encourage use of electric vehicles;
fines for non-compliance;
reduction in vehicle emissions;
improves air quality / air is cleaner;

especially in areas of high population;
5(a) climate change; 4
reduction / failure of rains;

leading to drought conditions;
increased temperatures;
increasing rate of evaporation / drying up of reservoir;
over-use of stored water;
for domestic / agricultural / industrial use;
poor maintenance;
leading to leaks / loss of water;
5(b) the ability to access sufficient quantities; 2

of clean / quality water; AW
and one other from:

to maintain food / manufacturing of goods / sanitation / sustain life / water in reserve in case of natural disaster;

PUBLISHED
5(c) reduced crop yield and crop failure; 4

livestock death;
food shortages;
leading to malnutrition and famine;
poverty / less money from farming;
decrease in industrial processes / manufacture of goods;

leading to financial loss / loss to economy;
migration of people;
away to an area with better water security / to Chennai area where there is better water infrastructure;
dehydration due to lack of clean, accessible water;

illness / death;
illness caused by contaminated drinking water;

named e.g. diarrhoea or cholera;

PUBLISHED
5(d) obtaining extra water / improved supply; 4

piped supply / aquifers and artesian wells / boreholes / gravity-fed schemes;
reduction in water usage;

improved irrigation techniques / growing crops less dependent on high water supply / recycling / use of grey water / rain
water catchment;
rationing; AW
equality of access / distribution;
legislation / laws and regulations;

fines for over-use of water;
regulation of sewage;
education on sustainable water use;

e.g. no car washing / reducing time in shower / not leaving tap on while brushing teeth;
sewage treatment to produce usable water for some industrial processes / street cleaning / to water crops;
effective water filtration system to ensure water clean and safe to drink;
poverty reduction;
international agreement and water-related aid;
6(a) 10–50 km above the surface; 1
6(b) absorbs / blocks; 2
ultraviolet / UV radiation from the sun;

PUBLISHED
6(c) an area of the ozone layer; 2
where the average concentration of ozone is below 100 (Dobson) units;
6(d) skin cancer / severe sunburn / premature ageing of skin; 2
weakened immune system;
cataracts;

PUBLISHED
7 This question assesses AO2 and AO3 skills. 20
The question requirements are to:

 Demonstrate understanding of local and global environmental issues
 Understand that local efforts can have a wider impact
 Show understanding of a range of environmental actions
 Provide evaluation of the relative success of the methods
Indicative content
Candidates may compare and contrast local and international strategies to manage the environment and evaluate the
contribution to global environmental improvement.
Candidates should describe strategies to manage issues such as: climate change, air pollution, waste disposal, water
pollution, food security, water security, conservation / biodiversity etc., evaluate the success of the strategies and make
relevant conclusions.
Strategies could include litter picking, recycling, use of renewable energy sources, use of public transport or cycling to
reduce car usage, tree planting, growing own vegetables and reduction in plastic usage, education etc.
Candidates should show understanding of the problems encountered with producing international agreements (such as
Kyoto Protocol, Montreal Protocol, Paris Agreement) and evaluate how local legislation / local initiatives are more likely to
meet with success.
Political and economic factors affect decision making at international level making agreement more difficult than at local
level. The role of NGOs and environmental activist groups.

PUBLISHED
7 Generic levels of response
Level A02: Information handling and analysis Marks
3  Responses contain reasoned explanations with knowledge that indicates a strong 7–8
conceptual understanding of the topic.
 Incorporates frequent use of directly relevant examples.
2  Responses contain explanations with some gaps or errors in the reasoning. 4–6
 Explanations may lack detail or accurate knowledge.
 Examples are included but some opportunities to include relevant examples are missed.
1  Responses contain a few general points, which are mainly descriptive, comprising a few 1–3
simple points,
 Knowledge is basic and understanding may be poor and lack relevance to the question set.
 Irrelevant or no examples are given.
0  No creditable response. 0
Level A03: Investigation skills and making judgements Marks
4  Clearly presents and develops both sides of the argument. 10–12

 Judgements are fully supported with relevant qualitative and / or quantitative information
 Clear balanced conclusion which is consistent with the question and candidate response.
3  One side of the argument is better developed than the other. 7–9
 Judgements are partially supported with qualitative and / or quantitative information
 Conclusion is consistent with the question and candidate response.
2  Describes only one side of the argument. 4–6

 Judgements have minimal support; qualitative or quantitative information lacks relevance.
 Conclusion may be inconsistent with the question and candidate response.

PUBLISHED
7
1  Response is descriptive. 1–3

 Minimal judgement is made, unsupported by qualitative or quantitative information,
 Conclusion is inconsistent with the question and candidate response, or no conclusion
made,
0  No creditable response 0

PUBLISHED
8 This question assesses AO2 and AO3 skills. 20
The question requirements are to:

 Demonstrate an understanding of a tundra and the factors which create it
 Demonstrate understanding of the effects of human impact on the tundra
 Demonstrate an understanding of strategies to manage the human impact and their relative success
Indicative content
Candidates should show understanding of the human impacts on the tundra location and evaluate strategies which try to
mitigate the impacts.
A tundra can be defined as: a ‘treeless plain’ which is regarded as one of the coldest and most environmentally challenging
biomes. Although tundra ecosystems can be found at high elevations throughout the world, the term is most commonly
used in relation to the Arctic tundra.
Human impacts may include climate change, tourism, future mineral and oil extraction, impacts on the permafrost, oil
pipelines and scientific research. Candidates should detail the impact so as to analyse the appropriate strategy.
Strategies to include legislation and international agreement, protected areas, prohibited activities such as mineral
extraction, waste management, and tourism control.
Candidates should describe the strategies, explain how they help to reduce human impact on the tundra and make
conclusions as to the relative merits and success of each.

PUBLISHED
8 Generic levels of response
Level A02: Information handling and analysis Marks
3  Responses contain reasoned explanations with knowledge that indicates a strong 7–8
conceptual understanding of the topic.
 Incorporates frequent use of directly relevant examples.
2  Responses contain explanations with some gaps or errors in the reasoning. 4–6
 Explanations may lack detail or accurate knowledge.
 Examples are included but some opportunities to include relevant examples are missed.
1  Responses contain a few general points, which are mainly descriptive, comprising a few 1–3
simple points,
 Knowledge is basic and understanding may be poor and lack relevance to the question set.
 Irrelevant or no examples are given.
0  No creditable response. 0
4  Clearly presents and develops both sides of the argument. 10–12

 Judgements are fully supported with relevant qualitative and / or quantitative information
 Clear balanced conclusion which is consistent with the question and candidate response.
3  One side of the argument is better developed than the other. 7–9
 Judgements are partially supported with qualitative and / or quantitative information
 Conclusion is consistent with the question and candidate response.
2  Describes only one side of the argument. 4–6

 Judgements have minimal support; qualitative or quantitative information lacks relevance.
 Conclusion may be inconsistent with the question and candidate response.

PUBLISHED
8
1  Response is descriptive. 1–3
 Minimal judgement is made, unsupported by qualitative or quantitative information,
 Conclusion is inconsistent with the question and candidate response, or no conclusion
made,
0  No creditable response 0

Cambridge International AS Level: Environmental Management 8291/11 May/June 2022

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

Cambridge International AS Level: Environmental Management 8291/11 May/June 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cambridge International AS Level: Environmental Management 8291/11 May/June 2022

Uploaded by

Copyright:

Available Formats

Cambridge International AS Level

ENVIRONMENTAL MANAGEMENT 8291/11

This document consists of 20 printed pages.

© UCLES 2022 [Turn over

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

© UCLES 2022 Page 2 of 20

GENERIC MARKING PRINCIPLE 6:

© UCLES 2022 Page 3 of 20

5 ‘List rule’ guidance

© UCLES 2022 Page 4 of 20

7 Guidance for chemical equations

© UCLES 2022 Page 5 of 20

1(a)(i) washed from / blown from land; 2

into (named) rivers;

thrown down by people / littering / from beaches;

lost from / thrown from boats / cruises;

1(a)(ii) interferes with communication / vision / scent trails; 2

mistaken for jellyfish / food;

causing digestion problems / choking;

become entangled / trapped / slow progress in migratory route;

leading to injury / death;

© UCLES 2022 Page 6 of 20

1(a)(iii) education / awareness campaigns; 4

reduce the use of plastics / less packaging;

use alternatives to plastic;

safe / controlled disposal;

recycling / re-use e.g. plastic bags;

1(b)(i) small fish; 1

1(b)(ii) shark / top predator / apex predator / tertiary consumer / 5; 1

© UCLES 2022 Page 7 of 20

1(b)(iii) up / stays the same / down; 2

(stays the same)

Question Answer Marks

2(a)(i) water / H2O; 2

2(a)(ii) a substance / factor / correctly named example; 2

which affects / controls the rate of photosynthesis / a process; AW

© UCLES 2022 Page 8 of 20

2(a)(iii) global warming / climate change / (enhanced) greenhouse effect; 4

increased carbon dioxide levels collect in the upper atmosphere;

heat trapped in atmosphere / not reflected back to space;

increased heat leads to drought;

increased temperatures lead to melting of glaciers / sea level rise;

increased ocean temperature;

2(b) kills / destroys plants; 5

smoke reduces the light intensity reaching leaves;

smoke contains increased levels of carbon dioxide;

dust and ash cover the leaf surface;

dust and ash block the leaf pores / stomata;

© UCLES 2022 Page 9 of 20

3(a) hydroelectric (power) / HEP; 1

3(b) tidal / wave; 1

3(c) Brazil has a high dependency on HEP / 65% is HEP; 2

drought reduces the flow of rivers / storage of water;