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READ THESE INSTRUCTIONS FIRST
Write your Centre number, candidate number and name on all the work you hand in.
Write in dark blue or black pen.
You may use a soft pencil for any diagrams, graphs or rough working.
Do not use staples, paper clips, highlighters, glue or correction fluid.
DO NOTWRITE IN ANY BARCODES.
Answer allquestions.
All questions in Section A carry 10 marks.Both questions in Section B carry 40 marks.
At the end of the examination, fasten all your work securely together.
The number of marks is given in brackets [ ] at the end of each question or part question.
For Examiners Use
1
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Total
This document consists of 22printed pages and 2blank pages.
DC (LEO/KN) 19267/4
UCLES 2010 [Turn over
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSGeneral Certificate of Education Ordinary Level
*
7
7
2
6
0
8
09
8
7
*
ENVIRONMENTAL MANAGEMENT 5014/12
Paper 1 May/June 2010
2 hours 15 minutes
Candidates answer on the Question Paper.Additional Materials: Ruler
www.Xtrem
ePapers.com
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Section A
1 (a) Look at the diagram which shows methods of producing energy from household waste.
householdwaste
collected
andsorted
organicwaste
suitablenon-organic waste
unsuitablewaste
incinerator
heat water steam turbine electricity
methane
gas
diesel
digestercontainingbacteria
Circle the word listed below which describes the type of energy source shown in thelower part of the diagram.
biomass geothermal hydro solar wind [1]
(b) Why is the organic waste separated from the other waste?
..................................................................................................................................... [1]
(c) Describe what happens in the digester.
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(d) Suggest why some household waste is unsuitable for use in the incinerator.
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(e) What are the advantages of using household waste in these ways?
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[Total: 10]
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2 (a) Look at the diagram of ocean zones and the pie chart showing the potential fish harvestfrom three zones.
abyssalplain
abyssalplain
oceandeep
continentalshelf
continentalshelf
open ocean in which areas of upwellingare less than 1%
continentalslope
12km
4km
200msea level
10% 90%
openoceans
continentalontinental
shelf andhelf and
coastaloastalwatersaters
continentalshelf andcoastalwaters
areas ofreas ofupwellingpwellingareas ofupwelling
potential fish production
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(i) What percentage of the potential fish production from the oceans is expected tocome from the continental shelf and coastal waters?
.............................................. % [1]
(ii) Use both diagrams to comment on the potential fish production from the open
ocean.
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(b) (i) Why are fish important in the human diet in some parts of the world?
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(ii) Describe other valuable resources which oceans can provide.
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(c) Suggest why a full exploitation of the resources of the open oceans is unlikely.
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[Total: 10]
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3 (a) Look at the map, which gives information for a recent year about the worlds mainexporting and importing countries of fresh pineapple, together with the main trade routesof fresh pineapple.
ThailandPhilippines
CostaRica
Indonesia
China
KenyaIvoryCoast
Tropic ofCancer
Tropic of Capricorn
Equator
CANADA
USA
SOMEOMEEU COUNTRIES
U OUNTRIES
SOMEEU COUNTRIES
JAPAN
0
100,000
200,000tonnes
fresh pineapple exports
main fresh pineapple trade routesExporting country names in lower case
Importing country names in capital letters
Key
Countries which togetherimport 86% of the worldimports of fresh pineapple
20,000 to 100,000 tonnes per year
100,000 to 400,000 tonnes per year
over 400,000 tonnes per year
The main importing countries of theEuropean Union are Belgium, Luxembourg,the Netherlands, UK, France, Italy, Germany,Portugal and Spain.
(i) Name the country which exports the most fresh pineapple and state the amount itexports.
country ................ amount ................ tonnes [1]
(ii) Name onecontinent with large imports of fresh pineapples.
............................................................................................................................. [1]
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(iii) State one similarity in the direction of the sea trade routes shown.
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(iv) Suggest why some countries export more fresh pineapples than others.
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(b) Pineapples are often grown on plantations. Describe how commercial farming, such asplantation farming, is organised to produce large amounts of a cash crop for export.
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[Total: 10]
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4 (a) Look at the photograph showing vegetation growing on the edge of a clearing in atropical rainforest.
(i) Describe the features of the vegetation in the photograph.
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(ii) Explain how the leaves and stems are adapted to the climate in which tropicalrainforest grows.
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(b) Some areas of tropical rainforest have been made into National Parks. Is this method ofconservation likely to have any benefits for local people? Explain your views.
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[Total: 10]
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Section B
5 (a) Look at the pie graphs showing the distribution of water on the Earths surface.
ocean
land and sea fresh water andsalt water
saltwater
freshwater
land
Describe the evidence from the pie graphs for each of statements Aand B.
AThere is a lot more water than land on the Earths surface.
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BThe amount of water available for human use is very small.
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(b) The diagram gives information about fresh water stores on the Earths surface.
ice & snow75%
groundwater
(above 1000m)10.6%
lakes0.3%
riversless than
0.1%
ocean deep groundwater(below 1000m)
14%
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(i) Show the percentages for ice and snow, total groundwater, and lakes and rivers ona pie graph.
fresh water stores on the Earths surface
[3]
(ii) Explain more fully why the amount of water available for human use is so small.
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(iii) How can people obtain their water supply from groundwater stores? Describe onemethod.
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(iv) State two advantages of using groundwater stores for water supply.
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(c) In many countries large dams have been built to increase natural stores in rivers andlakes.
(i) Name or state the location of an example of a large dam.
..............................................................................................................................[1]
(ii) Describe its advantages and explain why it was built.
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(iii) Why are decisions to build large dams often controversial? Describe some of theeconomic, social and environmental factors which help to explain why some peopleobject to the building of large dams.
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(d) Look at the spider diagram showing some uses of rivers.
uses ofrivers
waste disposal
navigation andshipping
domestic forcooking and washing
irrigation water
for crops
cooling waterfor power stations
recreation, swimmingand canoeing
(i) Which two uses are most likely to lead to pollution of river water? Explain why.
Use 1 .........................................................
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Use 2 .........................................................
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(ii) Conflicts of interest can arise between people using rivers for different purposes.Giving examples, explain some of these conflicts of interest.
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(e) Look at the graphs showing access to water supply and sanitation.
world0
10
20
30
40
50
60
70
80
90
100%
water supply sanitation
%access
0
10
20
30
40
50
60
70
80
90
100%
%access
urban rural world urban rural
Use values from the graphs to describe how they show that access to sanitation is
(i) less widely available than for water supply;
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(ii) particularly poor in rural areas.
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(iii) Give reasons why access to water supply and sanitation is much poorer in ruralthan in urban areas.
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(f) Costs from lack of safe water supply and sanitation
1.6 million children a year diefrom diarrhoea
economic loss of the time takenin fetching water every day
Explain why
(i) children are most at risk from water-related diseases;
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(ii) economic costs result from people having to walk long distances to fetch water.
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[Total: 40]
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6 (a) (i) Complete the table of birth and death rates and population change for selectedcountries from Europe and Asia.
Country Birth rateper 1000
Death rateper 1000
Population changeper 1000
UK 11.0 10.2 +0.8
Germany 8.7 10.7
China 14.5 7.1
India 23.8 8.3
Saudi Arabia 31.5 3.7 +27.8
[3]
(ii) How is Germany different from the other countries in the table?
..............................................................................................................................[1]
(b) World distribution of birth rates
EquatorVery highabove 40High2540Moderate1524.9Lowbelow 15
Live births per1000 population
Key
(i) Name the continent with the largest number of countries with very high birth ratesabove 40 per 1000.
..............................................................................................................................[1]
(ii) In which continent are there the most countries with birth rates below 15 per1000?
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(iii) Describe the distribution of countries with high and very high birth rates above 25per 1000.
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(iv) Give reasons why some countries have very low birth rates, below 15 per 1000.
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(c) Look at the pyramids showing population structure for Ethiopia and the UK.
0-4
10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5% males % females % males % females
6 7 8 9 10
5-910-1415-1920-2425-2930-3435-3940-4445-4950-5455-5960-6465-6970-74
75+
Ethiopia UK
6 5 4 3 2 1 0 0 1 2 3 4 5 60-45-9
10-1415-1920-2425-2930-3435-3940-4445-4950-5455-5960-6465-6970-74
75-79
90+85-8980-84
(i) On each pyramid, shade in the age group with the highest total percentage ofpopulation. [1]
(ii) What is the approximate total percentage of population in Ethiopia below the ageof 15?
..............................................................................................................................[1]
(iii) What is the approximate total percentage of population aged 65 and above in theUK? Circle one answer.
6.5 9.5 12 16 [1]
(iv) State two differences in shape between the population pyramids for Ethiopia andthe UK.
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(v) The UK has an ageing population. State the evidence for this from its populationpyramid.
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(vi) Some countries like Ethiopia have a young population; others like the UK have anageing population. Their population problems are different.
Explain how and why their problems are different.
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(d) Look at the world map which shows the course of the dividing line between the richNorth and poor South.
North
America26,900
N
LatinAmerica
3,100
Africa690
Europe12,100
Asia2,200
Oceania13,900
KeyAverage income perhead in US $
T. of CancerThe
North
TheSo
uth
TheNorth
TheSouthEquator
T. of Capricorn
(i) Rank the six continents by income per head from highest to lowest. State whethereach continent is mainly developed or developing.
Continent Developed or Developing
1 .............................................................
2 .............................................................
3 .............................................................
4 .............................................................
5 .............................................................
6 .............................................................
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(ii) Why does the North-South dividing line not continue running west to east all theway across the world?
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(iii) How well does the line split the world between a rich North and a poor South?Answer as fully as you can describing where the fit is good and not so good.
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(iv) Look back to the map showing the world distribution of birth rates in part (b). How well would the North-South dividing line separate countries with high and low
birth rates?
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(e) Two strategies for reducing the wealth gap between rich and poor countries:
Improved trade such as Fair Trade Non-governmental aid organisations (NGOs) from rich countries.
(i) How is Fair Trade different from other trade?
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(ii) Explain some of the advantages and disadvantages of aid for helping poor countriesand reducing the wealth gap between them and rich countries.
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(iii) In your view, which of the two strategies is better for reducing the wealth gapbetween rich and poor countries in the long term? Explain your choice.
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[Total: 40]
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Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Everyreasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the
publisher will be pleased to make amends at the earliest possible opportunity.
University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of
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