1.

(a)

Using the data in figure 1 below, calculate the percentage rise in global sea level by 2100
due to thermal expansion of the ocean surface.
.....................................................................................................................................
.....................................................................................................................................
Figure 1. Sea level change prediction for 2100 based on present trends.
Contributing factor

Sea level change / cm

Antarctic ice sheet

Greenland ice sheet

Alpine glaciers

16

Thermal expansion

28

Total

49
[Source: P W French, Coastal and Estuarine Management (Routledge, 1997).
Reproduced by permission of Taylor & Francis (part of Cengage Learning)]

(1)

(b)

Define what is meant by the term global warming.

.....................................................................................................................................
.....................................................................................................................................
(1)

(c)

(i)

Outline the impact of global warming on society.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

(ii)

State two possible effects of sea level change on a coastline.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(d)

List four methods of reducing global warming.

.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Figure 2.

L o n g te r m c lim a te c h a n g e
4
3
2
1
T e m p e ra tu re c h a n g e / C

IP C C p re d ic tio n :
+ 2 .7 C w ith b a n d
o f u n c e ra ta in ty

A v e ra g e te m p e ra tu re o v e r p a s t
1 0 0 0 0 y e a rs = 1 5 C

A g ric u ltu re
e s ta b lis h e d

1940
1970

L ittle Ic e A g e
in E u ro p e

1
2
3
4

End of
la s t
Ice A g e

5
20000

10000

1 8 0 0 0 y e a rs

2000

1000

200

100

1 8 0 0 y e a rs

N ow

+100

3 0 0 y e a rs

N u m b e r o f y e a rs b e fo re p re se n t
[Source: Physicians for Social Responsibilities, PSR Monitor, 1998]

(2)

(e)

Using the data in figure 2, suggest why global warming may not be entirely caused by
human activity.
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
(2)
(Total 11 marks)

2.

(a)

Distinguish between global warming and the greenhouse effect.

(3)

(b)

Explain what is meant by the systems concept and suggest how it can be applied to global
warming.
(6)

(c)

Reducing the impact of global warming is extremely difficult. Explain why this is the
case. In your answer you should refer to the strategies for managing pollutants in the
model below.

H U M A N A C T IV IT Y
P R O D U C IN G
PO LLU TA N T

A lte rin g h u m a n a c tiv ity th ro u g h in c e n tiv e s a n d

p e n a ltie s to p ro m o te th e :
d e v e lo p m e n t o f a lte rn a tiv e te c h n o lo g ie s
a d o p tio n o f a lte rn a tiv e life s ty le s
re c y c lin g .

R ELEA SE O F
P O L L U T A N T IN T O
E N V IR O N M E N T

R e g u la tin g a n d re d u c in g th e p o llu ta n t a t th e
p o in t o f e m is s io n b y :
s e ttin g a n d im p o s in g s ta n d a rd s
in tro d u c in g m e a s u re s fo r e x tra c tin g th e
p o llu ta n t fro m w a s te e m is s io n s .

LO
IM
PO
EC

C le a n in g u p th e p o llu ta n t a n d re s to rin g
e c o s y s te m s b y :
e x tra c tin g a n d re m o v in g th e p o llu ta n t fro m
th e e c o s y s te m s
re p la n tin g a n d re s to c k in g w ith a n im a l
p o p u la tio n s .

N G -T E R M
PA C T O F
LLU TA N T O N
O SY STEM

(8)

Expression of ideas
(3)
(Total 20 marks)

3.

(a)

With reference to a named case study, describe how water resources are being used
unsustainably.
(6)

(b)

Suggest the possible impact of global warming on global water resources.

(5)

(c)

A variety of strategies exist for managing water pollution, such as

monitoring quality
setting and imposing standards
water purification.
Discuss the human factors that affect the success of such strategies.
(6)
Expression of ideas (3)
(Total 20 marks)

4.

The figure below shows a model of the climatic system.

R a d ia tio n o u tp u ts fro m
E a rth -a tm o s p h e re

A tm o s p h e re

S o la r in p u ts to
E a rth -a tm o s p h e re

O cean
O c e a n ic
c irc u la tio n

A tm o s p h e ric
c irc u la tio n a n d
c o m p o s itio n

Ic e

C L IM A T E

L and and
te rre s tria l
fe a tu re s

H um an
a c tiv ity
E a rth -a tm o s p h e re s y s te m
E x te rn a l in p u ts a n d o u tp u ts o f th e c lim a tic s y s te m
In te rn a l in te ra c tio n s o f th e c lim a tic s y s te m
[Source: OHare and Sweeney, The Atmospheric System, (1986), Oliver and Boyd, page 189]

(a)

Define the term model.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(b)

Identify two internal interactions in the figure above which affect the climate.
......................................................................................................................................
......................................................................................................................................
(1)

(c)

List four gases which are part of the atmosphere.

......................................................................................................................................
......................................................................................................................................
(2)

(d)

State how solar inputs and Earth outputs differ in their radiation wavelengths.
......................................................................................................................................
......................................................................................................................................
(1)

(e)

Outline the ways in which human activity can have an impact on climate.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)

(f)

Evaluate the strengths and limitations of the model in the figure above for describing the
atmospheric system.
6

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(4)
(Total 13 marks)

5.

The figure below shows the cost of generating electricity from different sources.
Energy source

Cost/pence per
kilowatt hour
at 1991 prices

Coal

low 3.5, high 4.0

Gas

low 2.3, high 2.8

Nuclear

low 5.0, high 7.5

Wind onshore

low 2.9, high 5.2

Wind offshore

approx. 8.0

Hydro-power

6.0

Waste to energy

6.5

Landfill gas

5.7

Note: Both nuclear power and renewable energy

receive a discount on price which is paid for
by the NFFO.
Electricity legislation passed in 1989 in the UK introduced the non fossil fuel obligation
(NFFO), which is partly paid for by fuel bills. It is designed to ensure that electricity companies
generate a certain percentage of electricity through non-fossil fuel sources, part of which must
be from renewable sources, although the majority comes from nuclear power.
[Kevin Byrne, Environmental Science, (Nelson Thornes Ltd., 1997) p. 167.
Reproduced by permission of Nelson Thornes Ltd.]

(a)

(i)

Identify which energy type provides the cheapest electricity and which provides the
most expensive.
Cheapest ............................................................................................................
Most expensive .................................................................................................
(1)

(ii)

Suggest reasons for your answers to (a) (i).

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(b)

Explain how energy can be obtained from waste.

8

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(c)

(i)

Predict how the costs of production for fossil fuels might be different 50 years from
now.
...........................................................................................................................
...........................................................................................................................
(1)

(ii)

Justify your prediction in (c) (i).

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(d)

Outline some of the advantages and disadvantages of hydro-power (hydroelectric power).

Advantages ..................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Disadvantages ..............................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(4)

(e)

Explain the link between increasing use of renewable energy sources and the ecological
footprint of a population.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)
(Total 14 marks)

6.

Figure 1 shows a simplified food web for the North Sea in Europe.
Figure 1
In s o la tio n
fro m su n
(s o la r e n e rg y )

S u rfa c e o f se a
E u p h o tic z o n e
(lig h t a v a ila b le fo r
p h o to s y n th e s is )

M in e ra l
n u trie n ts
in s o lu tio n

P h y to p la n k to n

S e a b ird s ( e .g . p u ffin , g a n n e t)
S e a ls

Z o o p la n k to n

M ac k erel
J
e
l
l
y
f
i
s
h
S
a
n
d
e
e
l
s
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - C a rb o n d io x id e
d is s o lv e d in
s e a w a te r

H e rrin g
D o lp h in s
S q u id

D e m e r s a l f is h ( e .g . c o d , h a d d o c k )
C ru s ta c e a n s
( e .g . c r a b s , lo b s te r s )
C o n tin e n ta l s h e lf
B e n th ic z o n e
(se a b e d )

D e tritu s (d e c a y in g
o rg a n ic m a te ria l)

S E D IM E N T

[Adrian Kidd, Managing Ecosystems, (Hodder & Stoughton, 1999) p. 41; p. 72. Hodder and Stoughton.
Reproduced by permission of Hodder & Stoughton Ltd.]

10

(a)

(i)

Complete the table below by assigning each of the following types of organisms
from Figure 1 to its correct trophic level.
jellyfish, crustaceans, dolphins, zooplankton, puffins, phytoplankton
Producer

Primary
Consumer

Secondary
Consumer

Tertiary
Consumer

Decomposer

(3)

(ii)

Explain why there is a limit to the number of trophic levels which can be supported
in an ecosystem.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(iii)

In the 1970s sand eels were harvested and used as animal feed, for fishmeal and for
oil and food on salmon farms. State and explain what impacts a dramatic reduction
in the number of sand eels might have on the rest of the ecosystem.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

11

Figure 2 shows the area and net primary productivity (NPP) rates for different marine
ecosystems.
Figure 2
Ecosystem

Area /
6
2
10 km

Average NPP /
2
1
g m yr

Total NPP /
15
1
10 yr

332.0

230

76.2

Upwelling zones

0.4

918

0.4

Continental shelf

26.6

660

17.6

Algal beds and reefs

0.6

2500

1.6

Estuaries

1.4

1500

2.1

Open ocean

[Adrian Kidd, Managing Ecosystems, (Hodder & Stoughton, 1999) p. 41; p. 72. Hodder and Stoughton.
Reproduced by permission of Hodder & Stoughton Ltd.]

(b)

(i)

List the ecosystems from highest to lowest according to average NPP and total
NPP.
Rank

highest

Average NPP

Total NPP

1
2
3
4

lowest

5
(2)

(ii)

Suggest reasons for the differences in the rankings shown in your table.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

12

(iii)

Outline how NPP could be measured in a marine ecosystem.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

Figure 3 shows common sources of pressure on marine ecosystems.

Figure 3
Pressure

Substance or activity

Waste input

Nitrate and phosphate

Pathogens
Oil

Major sources

Potential effects

Pesticides and herbicides

Radioactive wastes
Heavy metals

Sewage, agriculture
Sewage, agriculture
Industry, shipping, vehicles, urban
run-off
Industry, agriculture, forestry
Nuclear fuel processing
Industry, ocean dumping, vehicles

Plastics and debris

Solid waste

Litter, shipping wastes, lost fishing gear Entanglement of wildlife, digestive interference
Sewage, ocean dumping, industry
Reduced oxygen, smothering

Environment
restructure

Coastal development

Dredging, industrial, residencial and

tourism development

Resource
exploitation

Fish and shellfish harvesting, Harvesting activities, drilling accidents, Stock depletion, oil and chemical
petroleum development
oil leakage
contamination, disturbance of the sea bed during
drilling

Atmospheric
change

Eutrophication
Disease and infection, shellfish contamination
Oiling of birds and animals, seafood tainting,
beach contamination

Metabolic problems

Aethetic and habitat loss, coastal erosion

Mineral development

Extraction of sand and gravel

Destruction of fish spawning areas. Decreased

water quality, coastal erosion, changes in sea
bed.

Greenhouse gases

Energy production, transportation,

agriculture, industry

Sea level rise, coastal flooding

[Source: Judith Woodfield, Ecosystems and Human Activity (Harper Collins Publishers Ltd. 2000).
2000 Judith Woodfield]

13

(c)

Referring to Figure 3, discuss why marine ecosystems can be so difficult to manage.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(5)
(Total 20 marks)

7.

Protecting the environment is a luxury that only the most economically developed countries of
the world can afford.
(a)

State whether an ecocentrist or a technocentrist is more likely to agree with the statement
above. Justify your answer.
(2)

(b)

Discuss the arguments for and against the statement above. In your answer you should
refer to examples from both more economically developed and less economically
developed countries.
(10)

(c)

For an environmental issue you have studied, describe the roles of different groups in the
management of this issue. In your answer you could consider local, national and
international groups.
(5)
Expression of ideas (3)
(Total 20 marks)

14

8.

(a)

Describe the role of greenhouse gases in maintaining mean global temperature.

(4)

(b)

Discuss the impact of global warming. Consider the potential effect on biomes, global
agriculture and human society.
(7)

(c)

Predictive models of climate change may give very different results. Explain this
statement with reference to the limitations of models and the contrasting arguments about
global warming.
(6)
Expression of ideas (3)
(Total 20 marks)

The graph below shows the interdependence of population size of two species of mites.
Eotetranychus sexmaculatus serves as the food supply for Typholodromus occidentalis.
50

E . s e x m a c u la tu s

2500

E . s e x m a c u la tu s
(p re y )

T . o c c id e n ta lis
(p re d a to r)

2000

40

1500

30

1000

20

500

10

T . o c c id e n ta lis

9.

0
5

10

15

20

J u ly

25

30

10

15

20

25

A u gu st

30

10

15

20

25

S e p te m b e r

30

10

15

20

25

O c to b e r

30 5 10 15 20 25 30 5 10 15 20 25 30 5 10 15 20 25 30 5 10 15 20 25

N ovem ber

D ecem ber

Ja n u a ry

F e b ru a ry

[Source: C B Huffaker, (1958), Hilgardia, Volume 27, pages 343383.

Reprinted by permission of University of California Press.]

(a)

Predict when the next population maximum of T. occidentalis will occur. Show your
working.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

15

(b)

Determine the numbers of both organisms on September 30.

T. occidentalis: ............................................................................................................
E. sexmaculatus: ......................................................... . ..............................................
(1)

(c)

(i)

Identify the five day period for which the rate of increase of E. sexmaculatus is at
its maximum.
...........................................................................................................................
(1)

(ii)

Determine when the difference in numbers between both populations is at a

maximum.
...........................................................................................................................
(1)

(d)

(i)

Calculate the time lag between the maximums of both species in the period from
October 5 through November 5.
...........................................................................................................................
...........................................................................................................................
(1)

(ii)

Suggest a reason for this time lag.

...........................................................................................................................
...........................................................................................................................
(1)

(e)

(i)

Describe the role that negative feedback might play in this species interaction.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

16

(ii)

Explain why the global human population is less prone to negative feedback
control than other organisms.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

(f)

Outline two examples of feedback in global warming.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)
(Total 14 marks)

17

10.

The data table below shows the nitrogen content of a temperate forest and a tropical forest.
Table 1
2

Nitrogen / gm
Component

Temperate forest

Tropical forest

Leaves

12.4

52.6

Wood*

18.5

41.2

Roots

18.4

28.2

Surface litter

40.9

3.9

Soil**

730.9

85.3

Total

821.1

211.2

* living wood only

** does not include roots
[Source: Adapted from E P Odum, Fundamentals of Ecology, (1971), Saunders College Publishing, page 375]

(a)

(i)

Calculate the total nitrogen content in biomass (excluding surface litter) for
temperate and tropical forests.
Temperate forest: ..............................................................................................
...........................................................................................................................
Tropical forest: .................................................................................................
...........................................................................................................................
(1)

(ii)

Calculate the percentage of total nitrogen present in biomass (excluding surface

litter) for temperate and tropical forests. Give your answer to the nearest 0.1%.
Temperate forest: ..............................................................................................
...........................................................................................................................
Tropical forest: .................................................................................................
...........................................................................................................................
(1)

18

(b)

Determine which of the two biomes contains a proportionally larger amount of nitrogen
in its soil. Support your answer with appropriate calculations.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(c)

Suggest a possible explanation for the difference in nitrogen content in surface litter
between the two biomes.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(d)

Using table 1, list the following ecosystem components, in terms of their importance as
nitrogen storages, in ascending order: biomass, surface litter, soil.
Temperate forest:

Tropical forest:

1. ............................................................

least important

2. ............................................................

3. ............................................................

most important

1. ............................................................

least important

2. ............................................................

3. ............................................................

most important
(1)

19

(e)

In terms of the impact on nitrogen storage, deduce which ecosystem would suffer more
from clear-cut forestry practices (complete removal of all tree cover). Explain your
answer.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(f)

Using the data in table 1, and your knowledge of biotic and abiotic conditions in tropical
and temperate forests, explain which of the two biomes would be a better choice for
growing crops.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(g)

Outline the impact of agriculture on biodiversity.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)

20

Table 2: Population and economic data for Malaysia

Year

Population / millions

GNP per capita US$

1980

13.10

1815

1985

15.21

2100

1992

17.98

3062

1993

18.41

3312

1994

18.85

3655

1995

19.28

4310

1996

19.72

4795

1997

20.49

4563

Gross National Product (GNP) per capita is the value of a countrys final output of goods and
services in a year, divided by its population. It gives an indication of a countrys economic
strength.

Graph 1: Changes in forested land in Malaysia (19601997)

10000

100
90

9000

A re a o f fo re s te d
la n d / h a

80

a re a o f fo re s te d la n d

8000

70

P ro p o rtio n o f la n d
fo re s te d / %

7000
60
6000

p ro p o rtio n o f la n d fo re s te d

50

5000

1960

1965

1970

1975

1980

1985

1990

40
1997

Year
[Source: Adapted from A Kidd, Managing Ecosystems, (1999), Hodder and Stoughton, page 41, and The World Bank,
http://www.worldbank.org/data/gdf/PDF/mys.pdf]

21

(h)

(i)

Using the data above, state the relationship between population and forested area in
Malaysia.
...........................................................................................................................
...........................................................................................................................
(1)

(ii)

Using the data above, suggest a reason for the decrease in the area of forested land.
...........................................................................................................................
...........................................................................................................................
(1)

(iii)

Explain how the reduction of forested area contributes to global warming.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(iv)

Outline the effect of increased mean global temperature on biomes.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)
(Total 20 marks)

22

11.

The pie charts below show the relative contributions of different sources of commercial energy
for less economically developed countries (LEDCs) and more economically developed
countries (MEDCs).
Commercial Energy Use by Source in LEDCs

Commercial Energy Use by Source in MEDCs

b io m a s s 3 %

o il 2 6 %

b io m a s s 3 5 %

o il 3 7 %

coal 25 %

n u c le a r p o w e r
1 %
n a tu ra l g a s 7 %
h y d ro p o w e r,
g e o th e rm a l &
s o la r 6 %

coal 25 %
n u c le a r p o w e r 5 %
n a tu ra l g a s 2 3 %

h y d ro p o w e r,
g e o th e rm a l &
s o la r 7 %

[MILLER, Living in the Environment, 15E. 2007 Brooks/Cole, a part of Cengage Learning, Inc.
Reproduced by permission. www.cengage.com/permissions]

(a)

State and explain the differences shown in the two pie charts.
(5)

(b)

Compare the advantages and disadvantages of fossil fuels and solar energy with respect to
efficiency and sustainability.
(6)

(c)

Discuss the Cornucopian view of the environmental challenges posed by the extensive
use of fossil fuels.
(6)
Expression of ideas (3)
(Total 20 marks)

23

12.

(a)

Identify the causes of stratospheric ozone depletion and photochemical smog.

(6)

(b)

Explain why some atmospheric pollution issues are regional in effect whereas others are
global.
(4)

(c)

Describe and evaluate pollution management strategies for either global warming or acid
deposition.
(8)
Expression of ideas (2)
(Total 20 marks)

13.

Four main factors affect the erosion of soil: crop type, climate, soil type and topography
(landscape shape). The figure below shows the interactions between these factors.
Soil Erosion Model
A
C ro p

B
C lim a te

C
S o il T y p e

D
To p o g ra p h y

In fu e n c e s s tru c tu re
a n d c o h e s io n o f s o il. A ls o
p ro te c ts s o il s u rfa c e .

R a in fa ll m a g n itu d e a n d
fre q u e n c y.

C la y, s a n d , s ilt a n d lo a m a ll
h a v e d iffe re n t q u a litie s .

S lo p e a n g le a n d le n g th
a ffe c t s o il e ro s io n ra te .

S o il lo s s

[T ORiordan, Environmental Science for Environmental Management, 1995, p. 233.

Reproduced by permission of Pearson Education]

24

(a)

Suggest how humans may have an impact on soil loss with reference to factors A, C and
D in the figure above.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)

(b)

(i)

Outline the cause of global warming.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

25

(ii)

Explain how global warming may affect soils.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(4)

(c)

(i)

Define the term open system, and state an ecological example of such a system.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(ii)

Outline the Gaia hypothesis.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

26

(iii)

Suggest one weakness in the model shown in the figure above.

...........................................................................................................................
...........................................................................................................................
(1)
(Total 15 marks)

The figure below shows the variations from the mean global land temperatures between the
years 1880 and 2000
1 .0
0 .8
T e m p e ra tu re v a ria tio n
fro m th e m e a n / C

14.

0 .6
0 .4
0 .2
0 .0
- 0 .2
- 0 .4
- 0 .6

1880

1900

1920

1940

1960

1980

2000

[Source: adapted from February Global Surface Mean Temperature Anomalies, National Climatic Data Center /
NESDIS / NOAA]

(a)

Describe the trend in global temperature between 1880 and 2000 shown in the figure
above. Suggest why certain years do not follow this trend and explain how people may be
playing a role in global climate change.
(7)

(b)

Discuss how people will be affected by the possible impacts of global warming. Use
named examples from both MEDCs (more economically developed countries) and
LEDCs (less economically developed countries) to support your answer.
(5)

27

(c)

Outline and evaluate the effectiveness of global, national and local pollution management
strategies in controlling global warming.
(6)
Expression of ideas (2)
(Total 20 marks)

15.

(a)

Compare and evaluate the role of global and local approaches to environmental problem
solving. Support your answer with examples.
(8)

(b)

Justify the importance of the scientific study of small-scale local ecosystems in

environmental problem solving. Support your answer with examples.
(6)
Expression of ideas (2)
(Total 16 marks)

16.

(a)

Describe some of the contrasting responses to the issue of global warming.

(5)

(b)

Outline the reasons why people have such different opinions on the issue of global
warming.
(5)

(c)

Describe what is meant by carrying capacity and evaluate the role that technology could
play in ensuring that the earths carrying capacity is not exceeded by human populations.
(8)
Expression of ideas (2)
(Total 20 marks)

28

17.

Figure 1 below shows mean global climate change from 1850 to 1990.

0 .4
M e a n g lo b a l
te m p e ra tu re
change
1 8 5 0 to 1 9 9 0
re la tiv e to th e
a v e ra g e fo r
1 9 5 1 to 1 9 8 0
C

0 .2
0
0 .2
0 .4
0 .6
1850

1870

1890

1910

1930

1950

1970

1990

Year
[Source adapted from: UNEP, National Statistics, 2003]

(a)

With reference to Figure 1, describe the trend in mean global temperature between 1870
and 1990.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(b)

Suggest two explanations for this trend.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

29

(c)

Suggest one method of preventing further increases in mean global temperature.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(1)

Figure 2 below is a table showing different aspects of the environment and society which might
be affected by climate change.
Figure 2
Impact on the Environment

Impact on Society

Impact

Impact

Ice and snow

Water resources

Ocean and coast

Food and agriculture

Hydrology
Ecosystems

(d)

increased flooding

Coastal living
Human health

Complete Figure 2 to state likely impacts of global warming on the environment and
society.
(4)

(e)

Predict, giving reasons, whether the impacts outlined in part (d) are likely to have a
greater effect on less economically developed countries (LEDCs) or more economically
developed countries (MEDCs).
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)
(Total 11 marks)

30

18.
Sustainable tourism depends on:
(a) meeting the needs of the host population in terms of improved standards of
living in the short and long term
(b) satisfying the demands of increasing tourist numbers
(c) safeguarding the environment to achieve the two foregoing aims.
[Source: Cater and Goodall, Environmental Issues in the 1990s, edited Mannion and Bowlby, publishers John Wiley
and Sons Ltd, (June 1992)]

(a)

With reference to the statement above, and examples of ecosystems you have studied,
explain why safeguarding ecosystems is so important for sustainable tourism.
(8)

(b)

Predict and justify what impact global warming may have on tourism trends in the future.
(5)

(c)

Discuss the concept of sustainable development, and explain why it is a problematic term.
(5)
Expression of ideas (2)
(Total 20 marks)

19.

The Gaia Hypothesis proposes that our planet functions as a single organism that maintains
conditions necessary for its survival by feedback mechanisms. It was formulated by James
Lovelock in the mid-1960s. In his recent book The revenge of Gaia, he suggests that we have
passed the tipping point on global warming and that feedback mechanisms will speed up the
rate of global warming.
(a)

State what type of system the Earth is and what the inputs and outputs are
(3)

(b)

Using positive and negative feedback models explain the process of climate change.
(7)

(c)

Scientists use computer simulations to model the effects of changes in the temperature of
the Earth. Discuss the advantages and disadvantages of this modelling.
(4)

(d)

Describe your personal viewpoint on the global warming issue and justify your position
based on the evidence.
(4)
Expression of ideas (2)
(Total 20 marks)

20.

M Wackernagel calculates that the Earth has only 1.7 hectares per capita available for human
use. These 1.7 hectares become the ecological benchmark figure for comparing peoples
31

ecological footprints. Assuming no further ecological degradation, the amount of available

biologically productive space will drop to 1.0 hectare per capita once the world population
reaches its predicted 10 billion by 2040.
[Source: WWF Living Planet Report of 2004]

(a)

Explain how population pyramids data can allow countries to monitor population
changes.
(5)

(b)

Discuss the relationship between population, resource consumption and technological

development, and their influence on carrying capacity and economic growth.
(6)

(c)

Discuss the advantages and disadvantages of reducing use, reusing and recycling
resources.
(7)
Expression of ideas (2)
(Total 20 marks)

21.

Figure 1 Relationship between number of

rodent species and altitude

Figure 2 Altitude habitat model 100

100
s s n o w lin e
N u m b e rs
of
ro d e n t
s p e c ie s

A ltitu d e in
m e tre s

3000

m o u n ta in

32

(a)

With reference to Figure 1 describe the relationship which appears to exist between
altitude and the number of rodent species.
......................................................................................................................................
......................................................................................................................................
(1)

(b)

Predict three ways in which the altitude habitat model in Figure 2 might change as a
result of global warming.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)

33

(c)

Figure 3 shows the numbers of wood mice and bank voles collected from traps.
The number above the trapping point () represents wood mice and the number below the
trapping point () represents bank voles.
Figure 3
K ey :

120 m
3
1

ro u g h g ra ss
w o o d la n d
b ra c k e n

140 m

[Source: A Cadogan and G Best, Environment and Ecology, page 51, Blackie and Sons Ltd, 1992]

Figure 4

(i)

Rough grass

Woodland

Wood mice

50

Bank voles

15

Bracken

Complete Figure 4 by calculating the numbers of wood mice and bank voles found
in bracken.
(1)

34

(ii)

Suggest two reasons for the relationship between numbers of wood mice and bank
voles and habitat shown in Figure 3 and Figure 4.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(iii)

Explain why the wood mice and bank voles were marked and released after
capture.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(1)
(Total 8 marks)

35

Low

L ig h t in te n s ity

Low

A b io tic
H ig h

T e m p e ra tu re

H ig h

Low

D eep -sea
p ra w n

S p e rm w h a le

w h a le
Tuna
(p e la g ic )

Low

Low

H ig h

H ig h

B io t ic

B io m a s s

G u lp e r e e l

G ia n t s q u id

S h a rk

Z o o p la n k to n

A n g le rfs h

Seal

S m a ll
fsh

P h y to p la n k to n

S e a g u ll

B io d iv e rs ity

H ig h

P re ssu re

22.
Figure 1 Biotic and abiotic components of the deep-ocean ecosystem

36

Figure 2 Adaptations to the deep-ocean environment

Examples of adaptations of deep-ocean species:

long arms and ability to be able to sift through mud and detritus for food

bioluminescence (the ability to produce light) used to attract mates, to obtain food, for
camouflage or to confuse predators

nets of tentacles to trap falling detritus for food

angler fish use light-producing bacteria that live on a special fishing rod-like fin that
hangs over the anglers head and wiggles in the water to attract prey

red or purple colouration (in normal light) e.g. deep-ocean prawn because of the absence
of red light at depth these animals are invisible

bodies that are completely filled with water so that an increase in pressure has little effect.
For this reason jellyfish, squid etc. have no difficulty when moving through the water
column.
[Source: adapted from www.mesa.edu.au/seachange/97/deepsea.htm]

Deep-ocean prawn ejecting bioluminescence

[Source: adapted from http://people.cornellcollege.edu/
a-carlson/geo105/whatisbiolum.htm]

Deep-ocean prawn
[NORFANZ: Image has been provided courtesy of the
NORFANZ partners-National Oceans Office, CSIRO,
the NZ Ministry of Fisheries & NIWA.]

37

Figure 3 Diversity hot spots deep-ocean vents

Of great interest to marine scientists was the discovery of communities of animals living
around deep vents on the ocean floor. From these vents pour large quantities of heated
seawater which contain high quantities of hydrogen sulfides and dissolved minerals.
These vents occur where tectonic plates are slowly moving apart. Clouds of bacteria are
found around these vents. The bacteria draw their energy not from the sun as plants do but
from the hydrogen sulfides discharged from the vents. The bacteria in turn provide food
for a range of other animals including shrimp, crabs and worms, which in turn support
species of fish.
Metre-long tube worms in the vents have developed an unusual relationship with the
bacteria around the vents. The tube worms have no mouth and no digestive tract. Instead,
they have bacteria living inside an interior sac. The red hemoglobin in the tube worms
feathery gills can bind to the hydrogen sulfide in the hot vent water and carry it to the
bacteria. The bacteria are able to oxidize the hydrogen sulfide and in doing so, convert
large amounts of carbon dioxide from seawater into organic carbon, which is then
absorbed by the tube worms.
[Source: adapted from www.mbl.edu/email/images/nur04506_sm.jpg]

Deep-ocean vent

Tube worms
[Source: www.mesa.edu.au/seachange/97/deepsea.htm]

38

Figure 4 Nutrient cycling in the deep ocean

The habitat is a predominately dark and cold environment with much lower productivity than
shallower waters. No light penetrates beyond 1000 m and even at depths of 150 m light levels
are reduced to 1 % of those at the surface and are insufficient to support photosynthesis.
Therefore, organic material must be transferred into the deep waters, which occurs in various
ways. Dead phytoplankton sink, and though much is consumed as it settles, sufficient
amounts enter the deep water to sustain much of the biomass there. The constant rain of
organic detritus (remains of organisms from above) can be so thick it is called marine snow.
Many species migrate, feeding in the surface waters and moving down during the day,
avoiding predators. In this way, surface production is cascaded through to deeper layers.
Of relatively minor productive importance is organic material from large carcasses (e.g. dead
whales) sinking to the ocean floor and sulfur-based organic production associated with deepocean vents. The concentration of organic material decreases exponentially with depth.
[Source: www.oceanatlas.com, Food and Agricultural Organization of the United Nations]

[Source: www.oceanatlas.com, Food and Agricultural Organization of the United Nations]

39

Figure 5 Fishing in the deep ocean

Until recently, the great depth of the oceans has made them difficult to exploit as the
existence of more abundant resources in shallower waters have meant that little incentive
existed to fish in the deep oceans.
With the reduction of opportunities for development of inshore fisheries and the
improvement of fishing technology and navigation instruments, deep-ocean fishing
expanded in the 1990s. A well-known example is that of the Orange roughy, a deep-ocean
species found around New Zealand. Specially aimed trawling techniques have been
developed. Maximum sustainable levels of exploitation of Orange roughy may be as low
as 5-10 % of un-fished biomass. Accumulating evidence about stock declines indicates
that Orange roughy are being exploited unsustainably and ongoing yields are likely to be
around 5 % of those initially obtained.
[Source: adapted from www.oceansatlas.org]

Orange roughy
[http://commons.wikimedia.org/wiki/File:Hoplostethus_atlanticus_02_Pengo.jpg#file]

C o m m e rc ia l c a tc h e s o f O ra n g e ro u g h y (N e w Z e a la n d )

45 000
40 000

30 000
25 000
20 000
15 000
10 000
5000
1998

1997

1996

1995

1994

1993

1992

1991

0
1990

W e ig h t / To n n e s

35 000

Year
[Source: adapted from www.starfish.govt.nz/shared-graphics-for-download/roughy_chart.gif]

40

Figure 6 The deep ocean as a carbon sink

[Source: adapted from IPCC SRLULUCF 2000 and IPCC TAR WGI 2001]

23.

(a)

(i)

Explain why phytoplankton is found mainly near the surface in ocean ecosystems.
...........................................................................................................................
...........................................................................................................................
(1)

(ii)

State an abiotic factor responsible for the zonation observed in the deep ocean.
...........................................................................................................................
(1)

41

(iii)

With reference to Figure 1, state which trophic level is occupied by the seagull.
...........................................................................................................................
(1)

(b)

With reference to Figure 2, identify two adaptations of the deep-ocean prawn to life on
the ocean floor.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(c)

(i)

Sun

A simplified energy flow diagram for a tropical forest food chain is shown below.

S tra n g le r fig

F ru it b a t

Snake

H a rp y e a g le

D e c o m p o sers

In the space provided below, sketch a simplified energy flow diagram to show how
energy flows through the food chain at a deep-ocean vent.

(1)

42

(ii)

Suggest which features of deep-ocean food webs make them particularly

vulnerable to disturbance.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(iii)

State one way in which organic matter leaves the deep-ocean ecosystem.
...........................................................................................................................
...........................................................................................................................
(1)

(d)

(i)

With reference to Figure 5, describe and explain the pattern shown in the graph of
catches of Orange roughy during the 1990s.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

43

(ii)

Suggest how the problem of unsustainable fishing practices might be overcome,

from an ecocentric viewpoint and a technocentric viewpoint.
Ecocentric .........................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
Technocentric ...................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(4)

(e)

(i)

With reference to Figure 6, state the amount of carbon stored in the worlds
oceans.
...........................................................................................................................
(1)

(ii)

Suggest why scientists are increasingly interested in the role that oceans play as
carbon sinks.
...........................................................................................................................
...........................................................................................................................
(1)

(iii)

Describe two reasons why ocean levels are expected to increase as a result of
global warming.
...........................................................................................................................
...........................................................................................................................
(1)

44

(f)

Suggest why there is relatively little public pressure to conserve deep-ocean ecosystems
and justify the need for them to be conserved.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(4)
(Total 23 marks)

24.

(a)

Outline what is meant by a model.

(2)

(b)

Evaluate the models used:

to predict the growth of human populations

to predict climate change

to assess demands human populations make on their environments.

(9)

(c)

With reference to examples, explain the importance of understanding cultural factors

when designing policies to control population growth.
(7)
Expression of ideas (2)
(Total 20 marks)

45

25.

(a)

Define the term pollution. With reference to a named pollutant (other than solid domestic
waste) describe the impact it can have on the structure and functioning of an ecosystem
you have studied.
(6)

(b)

Describe and evaluate pollution management strategies for the pollutant you have named
in part (a).
(6)

(c)

State and justify your personal viewpoint on the success of different strategies for
managing solid domestic waste.
(6)
Expression of ideas (2)
(Total 20 marks)

26.

(a)

Outline the concept of sustainability

(3)

(b)

Evaluate the importance of global summits in shaping attitudes towards sustainability.

Refer to specific summits in your answer.
(5)

(c)

Discuss the factors which affect the choice of contrasting energy sources adopted in two
societies you have studied.
(10)
Expression of ideas (2)
(Total 20 marks)

46

27.

The diagram below shows amounts of waste being recycled or sent to landfill in Australia
between 1993 and 2002.

K ey:

W a s te to la n d fill

R e c y c le d m a te ria ls

7
6
M ass/
1 0 5 to n n e s

5
4
3
2
1
0

1993

1994

1995

1996

1997 1998
Year

1999

2000

2001

2002

[Source: adapted from www.environmentcommissioner.act.gov.au/_data/assets/image/12231/graph2_03.jpg]

(a)

(i)

State, to the nearest hundred thousand tonnes, how much material was recycled in
Australia during 2001.
...........................................................................................................................
...........................................................................................................................
(1)

(ii)

Explain why the amount of waste sent to landfill in Australia has remained
relatively constant since 1994 despite the increase in recycling.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

47

(b)

(i)

Outline two ways in which technology can reduce the amount of solid domestic
waste that is sent to landfill within a country.
1 ........................................................................................................................
...........................................................................................................................
2 ........................................................................................................................
...........................................................................................................................
(1)

(ii)

Explain why the technological solutions you have described in part (b)(i) may still
have negative environmental effects.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)
(Total 6 marks)

48

28.

The diagram below shows flows through a food production system.

key:
S o la r
F o s s il

e n e rg y

F o o d /fe e d
A g ro c h e m ic a ls

G ree n h o u se
g ases
F e rtiliz e r
p ro d u c tio n

P e s tic id e
p ro d u c tio n

E n e rg y
s u p p ly

P o llu ta n ts
O rg a n ic w a s te s

S o la r
e n e rg y

C o lle c tio n
a n d sto ra g e

G ra in ,
p lu s e s

A ra b le
la n d

F e e d s tu ffs

P ro c e s s in g
and
p a c k a g in g

P ig s ,
p o u ltry
D is tr ib u tio n

G ra s s la n d
R u m in a n ts
O ff- fa rm
p o llu tio n

S to re d
fo ra g e

Sew age
tre a tm e n t

C o n su m e rs

R e ta ilin g

W a ste s

[Source: Dr Dick Morris, Maths, Computing and Technology Faculty, The Open University]

(a)

Explain, with reference to the diagram above, how this food production system may
contribute to global warming.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

49

(b)

Distinguish between the terms pollutant and organic waste.

......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(2)

(c)

Explain how the energy efficiency will differ between the arable components and the
livestock components of the system in the diagram above.
......................................................................................................................................
......................................................................................................................................
(1)

(d)

State, giving two reasons, whether this system is more typical of a food production
system in an LEDC or an MEDC.
1 ...................................................................................................................................
......................................................................................................................................
2 ...................................................................................................................................
......................................................................................................................................
(2)

(e)

Outline two factors that currently restrict the large-scale use of renewable energy sources.
1 ...................................................................................................................................
......................................................................................................................................
2 ...................................................................................................................................
......................................................................................................................................
(2)

50

(f)

Explain how burning fossil fuels contributes to the formation of tropospheric ozone.
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
(3)
(Total 12 marks)

29.

(a)

Outline the factors which can affect global climate other than those attributed to human
activities.
(6)

(b)

Describe the significant negative impacts of global warming with reference to specific
examples.
(7)

(c)

Discuss the possible positive benefits associated with the predicted changes in world
climate over the next 100 years.
(5)
Expression of ideas (2)
(Total 20 marks)

30.

(a)

(i)

A country is described as having an ecological footprint of 24 times its own

geographical area. Explain what this means.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(1)

51

(ii)

Discuss the influence of three factors on the size of a countrys ecological

footprint.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

(b)

(i)

Describe how one cause of climate change may be attributed to human activity.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(1)

52

(ii)

Draw a sketch graph of temperature change against time over the last 2000 years.
Using arrows and brief notes, annotate significant historical events that illustrate
interesting trends or changes along the time-temperature graph

T e m p e ra tu re /

2000 bp

0
T im e /y e a rs
(3)

(iii)

Outline two causes of climate change that are natural.

1 ........................................................................................................................
...........................................................................................................................
2 ........................................................................................................................
...........................................................................................................................
(2)

(c)

(i)

Outline how global warming may change the climate for a named country.
...........................................................................................................................
...........................................................................................................................
(1)

53

(ii)

Discuss how this new climate may lead to a change in the ecological footprint of
the country named in (c) (i).
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)
(Total 13 marks)

31.

(a)

Outline the process of photosynthesis and explain how different limiting factors will
determine productivity in two contrasting biomes.
(4)

(b)

Suggest why agreement has not yet been reached on the role of human activity in global
warming. Justify what measures you think a named country should adopt in response to
the threat of climate change.
(8)

(c)

Identify two landmarks in the development of the modern environmental movement, and
justify why each one is significant.
(6)
Expression of ideas (2)
(Total 20 marks)

32.

Figure 1 Introduction
Svalbard is a group of islands within the Arctic Circle and 1000 km north of Norway. For
nearly four months of the year it is in complete darkness. Glaciers and snowfields cover 60%
of the total area. The sea freezes for part of the year. Spitsbergen is the largest island in the
group, with the only permanent settlements. There are no roads except within and close to
these settlements.

54

Figure 2 Fact file on Svalbard

the warm, North Atlantic Current flows along the west and north coasts of Spitsbergen

Svalbard has a permafrost layer 450 metres deep, only the top metre of soil melts during
the summer

natural resources include coal, iron ore, copper, zinc, phosphate, wildlife and fish

reserves of oil and gas are believed to lie beneath the seas round Svalbard

there are no trees

many scientists come to the islands to study the glaciers and the regions unique wildlife

a global seed store for conserving seeds collected from all over the world has recently
been built on the island

tourism is becoming increasingly important

Figure 3 Temperature and precipitation data for Svalbard

The mean monthly air temperature for two consecutive
time periods (19611990 and 19912004)
10

T e m p e ra tu re / C

K ey:
19611990

19912004
-5

-1 0
-1 5

D ecem ber

N ovem ber

O c to b e r

S e p te m b e r

A u g u st

J u ly

June

M ay

A p ril

M arc h

F e b ru a ry

Ja n u a ry

-2 0

M o n th
[Source: data adapted from Norwegian Meteorological Institute]

55

The mean monthly precipitation for two consecutive

time periods (19611990 and 19912004)
45
35

K ey:

30

M e a n p re c ip ita tio n
19611990

25
20

M e a n p re c ip ita tio n
19912004

15
10

N ovem ber

O c to b e r

A ugust

S e p te m b e r

M o n th

J u ly

June

M ay

A p ril

M a rc h

F e b ru a ry

D ecem ber

5
Ja n u ary

P re c ip ita tio n /m m

40

[Source: data adapted from Norwegian Meteorological Institute]

56

Figure 4 Plants and animals of Svalbard

Svalbard reindeer
(Raingifer tarandus
platyrhynchus)
[Marius Fiskum,
www.fotopia.no]

Common_eider
http://en.wikipedia.org/wiki/

Arctic fox
(Alopex lagopus)
[Source: Mr Per Herald
Olsen, no.wikipedia]

Snow bunting
(Plectrophenax nivalis)

Purple Saxifrage, Saxifraga

oppositifolia, Svalbard, July
2002, Michael Haferkamp.
This file is licensed under
the Creative Commons
Attribution ShareAlike 3.0

Rock ptarmigan
http://en.wikipedia.org/
wiki/Rock_ptarmigan

Mosquito
http://en.wikipedia.org/wiki/
File:Aedes_aegypti_biting_
human.jpg

Boreal jacobs-ladder
(Polemonium boreale)
[Source: Michael
Haferkamp, wikipedia

[Sources: www.wikipedia.org and www.arcticphotos.co.uk]

57

Figure 5 Reindeer on Svalbard

Some of the animals and plants found on Svalbard are unique. The Svalbard reindeer (Rangifer
tarandus platyrhynchus) is a different subspecies to the wild reindeer of Scandinavia and Russia
and the caribou of North America (Rangifer tarandus). Svalbard became an island about 40 000
years ago when sea levels rose, leaving a small reindeer population trapped on the island.
WILD REINDEER / CARIBOU

SVALBARD REINDEER

IMAGE REMOVED FOR

COPYRIGHT REASONS

IMAGE REMOVED FOR

COPYRIGHT REASONS

[Source: www.uncommonyukon.com]

[Source: www.sciencemuseum.org.uk]

Physical features

long legs
lean body
large antlers

short legs
large amounts of body fat stored
for winter
small antlers
extra large stomachs to digest poor
quality food

Behaviour

live in large herds

move frequently while grazing
as food supply is rapidly
exhausted
can run fast, even when very
young

live singly or in small herds

remain in the same grazing area
for long periods
move slowly

Food

a lichen called reindeer moss,

often found beneath snow cover
in winter

small Arctic flowering plants of

very low nutrient value,
containing natural toxins

Intraspecific competition

compete for food and mates with

other members of herd

little direct competition for

grazing because animals are
widely dispersed in their habitat

Predators

wolves

none

Parasites

warble flies burrow under their

skin and lay eggs, that then
hatch into maggots

no warble flies live on Svalbard

Common causes of death

predation, parasites, injuries

caused by fighting other reindeer

starvation when teeth are lost or

worn out

58

Figure 6 Coal mining on the coast of Svalbard

Coal has been mined on Svalbard for over 100 years. There are plans to open a new coal mine.
The diagram below shows the potential environmental problems of opening a new coal mine.

[Source: http://www.fennerdunlop.com/arctic_Mining, Fenner Dunlop, used with permission]

Figure 7 Model to show fate of coal extracted from mines on Svalbard

C o a l s o ld
(1 .2 1 0 6
to n n e s y r

C o a l e x c a v a te d
in m in e
B lo w n a w a y
as dust
C oal dust
( 0 .0 2 5 1 0 6
to n n e s y r 1 )
D e p o s ite d lo c a lly
o n s o il, ic e a n d
v e g e ta tio n

59

Figure 8 Svalbard International Seed Vault

S e e d v a u lts
A irlo c k d o o rs

O ffic e a n d h a n d lin g a re a

T u n n e l e n tra n c e

S le e v e to p ro te c t tu n n e l fro m
e ro s io n a n d c lim a tic c h a n g e s

B rid g e

[Diagram of Svalbard International Seed Vault - www.croptrust.org/main/arctic]

Species are becoming extinct at an alarming rate. The Svalbard international seed vault has been
built to preserve up to 2 billion seeds from around the world, because other seed collections
elsewhere could be lost. Threats to other seed banks include war, natural hazards, power cuts
and poor management.
The Svalbard seed vault has been dug out of a permanently frozen hill side. Even without
electricity the samples will remain frozen because of the permafrost. Seeds will only be released
from the vault if all other seed sources have been lost.

Figure 9 Arctic polar projection

IMAGE REMOVED FOR COPYRIGHT REASONS
[Source: adapted from www.britannica.com/eb/art-58/Southern-limit-of-Arctic-tundra-and-approximate-line-ofdemarcation]

33.

(a)

(i)

State which major biome is found on Svalbard.

...........................................................................................................................
(1)

60

(ii)

Explain why productivity in the biome named in part (a)(i) is low.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(b)

(i)

Using the data given in Figure 3, compare the climate on Svalbard from
19611990 with the climate from 19912004.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(3)

(ii)

Suggest one possible reason for the differences in mean air temperature between
the two periods.
...........................................................................................................................
(1)

(c)

(i)

Describe two factors that have caused the speciation of Svalbard reindeer.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

61

(ii)

Using the information in Figure 5 draw a food chain or food web for wild reindeer
and another for Svalbard reindeer.

(2)

(iii)

Identify, giving a reason, which of the food chains or webs drawn in part (c)(ii) is
least stable.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(d)

(i)

Distinguish between positive feedback and negative feedback.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(1)

62

(ii)

Coal dust and gases from mining may affect local or global climate.
Using Figure 6 and Figure 7, describe and explain one example of positive
feedback and one example of negative feedback caused by coal mining emissions
that may affect the climate.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(4)

(e)

(i)

Describe two advantages of Svalbard as a location for a seed vault.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

(ii)

Explain the importance of preserving seeds for future generations.

...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)

63

(iii)

Suggest two reasons why interest in exploiting oil and natural gas reserves under
the Arctic Ocean is increasing.
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
...........................................................................................................................
(2)
(Total 24 marks)

34.

(a)

Outline the link between greenhouse gases and global temperatures.

(2)

(b)

Explain why the effects of global environmental problems, such as global warming and
ozone depletion, will not have an impact on every society to the same extent.
(6)

(c)

Human responses to global warming can be divided into strategies to prevent global
warming from happening (preventive) and strategies to reduce the impacts that global
warming might have (reactive). Outline preventive and reactive management strategies to
address global warming. Evaluate the strengths and weaknesses of preventive versus
reactive approaches.
(10)
Expression of ideas (2)
(Total 20 marks)

64