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ENVIRONMENTAL MANAGEMENT 8291
GCE AS Level
FOR EXAMINATION IN 2008
You can find syllabuses and information about CIE teacher training events on the CIE Website (www.cie.org.uk).
ENVIRONMENTAL MANAGEMENT
GCE Advanced Subsidiary Level 8291
(available in the June and November examinations)
CONTENTS
Page
Introduction 1
Aims 1
Assessment Objectives 2
Scheme of Assessment 3
Assessment Grid 4
The Subject Content of the Syllabus 5
Syllabus Content: Lithosphere 6
Atmosphere 7
Hydrosphere 8
Biosphere 9
Coursework Assessment 10
Example of a Research Report 11
Criteria for Assessment 11
Resource List 13
Mathematical Requirements 14
Glossary of Terms 15
Candidate Report Card 17
Coursework Assessment Form 19
NOTE
Copies of syllabuses, past papers and Examiners’ Reports are available on CD ROM and can be ordered using the Publications Catalogue, which is available at www.cie.org.uk under ‘Qualifications & Diplomas’ – ‘Order Publications’.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
1
INTRODUCTION
This syllabus is concerned with environmental issues and their management and is designed to recognise the internationally diverse nature of its client group. By learning about the details and principles of environmental processes, students are led to an understanding of the causes of key issues affecting the environment on a variety of scales. These topics extend to developing an understanding of the possible ways of managing the environment in the context of the pressures, which both encourage and constrain effective environmental management. The syllabus is designed to encourage learning through suitable case studies, which can be local and global; allowing courses to satisfy a diverse range of interests. The ‘environment’, which is the concern of this syllabus is based on the four traditional subdivisions of the global environment. The lithosphere is the upper mantle of rock and crust, that forms the tectonic plates upon which the continents lie. The hydrosphere is the body of water, present as ice, liquid water or water vapour. The atmosphere is the gaseous shell outside these two non-living components. The biosphere is formed by the regions of living organisms that have established themselves in the other three spheres. The specification recognises that human population growth has become the dominant factor driving environmental change, and that the majority of the human population now live in cities. Issues relating to the growth of urban and industrial areas, and the impact of rapid population growth are incorporated into the modules in the syllabus. Environmental Management has a strong human dimension and is concerned with both local and global issues. It is concerned with the various ways in which societies, governments and economic activity (industry, agriculture and urban areas) use, misuse and attempt to manage both the local and the global environment. Whilst environmental management can often be negative by emphasising pollution, exploitation and misuse, it is important to give recognition to the positive ways in which we manage our environment. Thus issues such as global warming, industrial pollution and the impact of rapid population growth need to be balanced with the creation of National Parks, sensitive urban design and sustainable management/development. The syllabus reflects a contemporary concern with sustainable management. The issues have been well outlined by the World Conservation Strategy (1981), the Brundtland Commission (from 1983) and the Report of the Earth Summit at Rio de Janeiro (1992). Through a study of Environmental Management, it is hoped that candidates will learn to perceive that the environment has resources which mankind has exploited through developments which have often had a negative impact and that we should aim for a sustainable management of resources.
AIMS
Through following this syllabus, students should: 1. develop a knowledge of the Earth’s natural systems and the effects of human activity
on these systems;
2. be challenged to think about important environmental problems, which face the world today;
3. understand that solutions to environmental issues are not easy to find;
4. recognise public concern over the environment; it is an important social and political issue;
5. understand that whilst environmental matters can be debated by government, non-government and scientific organisations, individuals should think for themselves to develop solutions.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
2
The course will address a number of basic issues, which are included as learning objectives within the content of the syllabus:
• people are affected by, and respond to natural phenomena in many different ways;
• rapid human growth is the fundamental environmental issue;
• the sustainable use of resources is fundamental to all solutions;
• human beings affect the environment of the whole planet thus the importance of a global perspective;
• urban environmental issues need to be given an important focus.
Prior level of attainment and knowledge
It is not necessary for candidates to have studied environmental science/management prior to commencing this course. It is designed to attract candidates who possess a good scientific background along with an awareness of broad environmental matters. They may therefore have followed courses in a combination of subjects, which will provide a good foundation; these may have included some but not all of the following: biology, geography, general science, physics, chemistry and of course environmental science and management.
Syllabus Rationale
The syllabus provides an opportunity to study a range of issues of environmental importance, the scientific principles that underpin them and how they have or are likely to be managed. The specification lays an appropriate foundation for further study of Environmental Science and Management or related subjects in higher education. In addition it provides a worthwhile course for candidates of various ages, background and nationalities in terms of general education and lifelong learning.
ASSESSMENT OBJECTIVES
An Assessment Objective is an area of competency. The Assessment Objectives represent, more precisely, those aspects of the broad aims of the syllabus that will be assessed. Three Assessment Objectives have been identified for the purposes of this syllabus. They are intended to support the curriculum objectives in the syllabus and will be specifically tested in the examination components.
The three Assessment Objectives in Environmental Management are:
AO1 Knowledge and understanding
AO2 Handling information and problem solving
AO3 Enquiry and investigation
Assessment Objective C relates more particularly to Paper 3.
A description of each Assessment Objective follows.
AO1 Knowledge and understanding
Students should be able to demonstrate knowledge and understanding of:
1. within the confines of the syllabus, the important environmental issues facing the world in the 21
st century;
2. environmental patterns of organisation, causality and process;
3. policies and mechanisms for managing the environment on local, regional and global scales;
4. critical and supportive evaluations of environmental management policies;
5. relevant scientific phenomena, facts, laws, definitions, concepts and theories, with use of scientific vocabulary, terminology, conventions (including symbols, quantities and units) as relevant to the content of the syllabus.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
3
AO2 Handling information and problem solving
Students should be able to:
1. locate, select and organise relevant information from a variety of data sources and communicate it clearly;
2. describe, interpret and offer explanations for data and information presented in the form of tables, graphs, maps, photographs and illustrations;
3. manipulate numerical, graphical and other data;
4. use information to identify patterns, report trends and draw inferences. AO3 Enquiry and investigation
Students should be able to:
1. formulate hypotheses and predictions on the basis of observations and prior research; plan, select appropriate apparatus/materials and carry out experiments in order to test their hypothesis or prediction;
2. make accurate observations and measurements and record these in an appropriate form (e.g. graphs, tables, diagrams etc); use statistical tools to analyse their data;
3. assess the reliability of their data and identify ambiguities; make deductions and formulate conclusions based on their data; evaluate the validity of their method; discuss the implications of findings in terms of the effect on the environment, and value judgements of individuals, organisations and self.
Specification Grid The approximate weightings allocated to each of the Assessment Objectives in the assessment model are summarised in the table below.
Assessment Objective Weighting
AO1 Knowledge with understanding 45%
AO2 Handling information and problem solving 35%
AO3 Enquiry and investigation 20%
SCHEME OF ASSESSMENT
Candidates are required to enter for Papers 1, 2 and 3. Details of these Papers are set out below. THEORY PAPERS Paper 1 Lithosphere and Atmosphere. (1h 30min, 80 marks) Paper 2 Hydrosphere and Biosphere. (1h 30min, 80marks) Papers 1 and 2 are each divided into two sections. Candidates must attempt Section A and one question from a choice of three in Section B. Section A: Short answer questions, based on sets of data, diagrams or extracts set in a variety of forms. Section B: A two-part essay question, the first part of each question providing a lead in to the second part, which will involve extended writing. Questions in section B are drawn from parts of the syllabus not covered in section A
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
4
PRACTICAL ASSESSMENT Paper 3 (Coursework) (School-based Assessment, 40 marks) This will take the form of an Individual Research Report of approximately 2000 words, carried out by the candidate, into an issue arising out of their course of study. The report may be focused on a local, regional or global issue. It may be based on secondary source material and/or internet data, although the use of primary sources and field data collection should be undertaken where practicable and desirable.
• It is a requirement of this specification that centres submit a list of report titles no later than November 30
th for the examination in the following June or June 30
th for the
following November. It is only necessary for the board to review the titles prior to the examination. The reports should be internally assessed and later a sample submitted to CIE for moderation. The sample should be posted to arrive at the board by April 30
th for the June examination and October 30
th for the November examination.
• Teachers may not undertake School-based Assessment without the written approval of CIE. This will only be given to teachers who have satisfied CIE's requirements concerning moderation and they will have to undergo special training in assessment before entering candidates.
ASSESSMENT GRID
Papers 1 and 2 have identical mark allowances as the papers have a similar format.
Assessment Objectives
Papers 1 and 2 Section A Papers 1 and 2 Section B Paper 3 Enquiry
Question 1 Question 2 3, 4 or 5
AO1 15 15 60
AO2 25 25 20
AO3 - - 40
The mark allowances for papers 1 and 2 are doubled, as they are totalled across both papers.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
5
THE SUBJECT CONTENT OF THE SYLLABUS
The AS syllabus has been constructed around a common core. The syllabus is concerned with environmental issues, which generate management. The issue can manifest itself on a variety of scales: local, regional or global. The syllabus content meets these requirements through three sections: Key Questions, Content and under Notes for Guidance; reference to exemplars, topics and teaching guidance. The Key Questions aim at providing an emphasis for a section of the specification and the Notes for Guidance some exemplars for study. Examination questions will be derived from the content column. Candidates should show knowledge and understanding of the points listed in the content column(s), and be able to handle information and solve problems relating to these points. Centres should note that the Key questions do not necessarily provide a rigid and prescriptive programme of teaching. The specifications content aims to provide overlap between sections thereby permitting flexibility; hopefully centres will be guided towards case studies, which can be incorporated, into their own schemes of work.
Th
e L
ith
os
ph
ere
Ke
y Q
ue
sti
on
C
on
ten
t N
ote
s f
or
Gu
ida
nc
e
1
Wh
at
are
th
e
ke
y
ele
me
nts
o
f th
e
str
uctu
re o
f th
e e
art
h?
T
he
in
tern
al
str
uctu
re o
f th
e e
art
h i
nclu
din
g t
he
ch
ara
cte
ristics o
f th
e
co
re,
ma
ntle
, a
sth
en
osp
he
re a
nd
th
e d
iffe
ren
ce
be
twe
en
oce
an
ic a
nd
co
ntin
en
tal
cru
st.
Ho
w s
eis
mic
wave
da
ta p
rovid
es e
vid
en
ce
of
ea
rth
str
uctu
re.
Pla
te
tecto
nic
s:
the
m
ajo
r p
late
s,
co
nve
ctio
n
cu
rre
nts
; o
ce
an
flo
or
sp
rea
din
g;
de
str
uctive
, co
nstr
uctive
an
d c
on
se
rva
tive
pla
te b
ou
nd
arie
s.
Po
st-
Pa
ng
ae
a
pla
te
mo
ve
me
nt
su
pp
ort
ed
b
y
evid
en
ce
d
erive
d
fro
m
pa
lae
o-m
ag
ne
tism
, p
ala
eo
nto
log
y a
nd
ge
olo
gic
al fit.
Glo
ba
l e
vid
en
ce
; m
ap
pin
g
the
e
art
h’s
p
late
s,
fossil
reco
rd
inclu
din
g d
ino
sa
urs
, co
al
me
asu
res.
Exa
mp
les c
ho
se
n f
rom
tw
o c
on
tra
stin
g r
eg
ion
s
e.g
. T
he
Atla
ntic w
ith
its
mid
-oce
an
rid
ge
an
d e
vid
en
ce
dra
wn
fr
om
ne
igh
bo
uri
ng
co
ntin
en
ts w
ith
th
e P
acific
. C
ase
stu
die
s o
f a
ma
jor
vo
lca
nic
eru
ptio
n,
a m
ajo
r e
art
hq
ua
ke
; th
ese
stu
die
s c
an
of
co
urs
e b
e c
om
bin
ed
with
stu
die
s i
n K
ey
Qu
estio
n 2
.
2 W
ha
t n
atu
ral
ha
za
rds a
re d
eri
ve
d fr
om
p
late
m
ove
me
nt
an
d
ho
w
are
th
ey
ma
na
ge
d?
W
ha
t str
ate
gie
s c
an
be
em
plo
ye
d t
o l
imit
da
ma
ge
an
d lo
ss o
f lif
e?
Ea
rth
qu
ake
s
(e):
ca
use
, p
roce
ss
an
d
effe
ct;
the
R
ich
ter
Sca
le;
fre
qu
en
cy;
diffe
ren
t im
pa
cts
in
L
ED
C’s
a
nd
M
ED
C’s
. V
olc
an
oe
s (v
):
typ
es o
f e
rup
tio
n a
nd
th
eir
effe
cts
, co
ntr
astin
g e
xp
losiv
e a
cid
typ
es w
ith
b
asa
ltic
eru
ptio
ns.
Exa
mp
les t
o b
e c
ho
se
n f
rom
LE
DC
’s (
e.g
. P
ina
tub
o)
an
d M
ED
C’s
(e
.g. E
tna
or
Un
zu
n).
H
aza
rds t
o i
nclu
de
tsu
na
mis
, la
nd
slid
es,
gro
un
d d
efo
rma
tio
n,
vo
lca
nic
a
sh
, la
va
an
d h
ot a
sh
clo
ud
s (
nu
ee
ard
en
tes).
S
tra
teg
ies f
or
su
ch
na
tura
l h
aza
rds i
n L
ED
C’s
an
d M
ED
C’s
va
ry a
nd
m
ay i
nclu
de
: h
isto
ric r
eco
rds (
e,v
), f
req
ue
ncy (
e,v
), s
eis
mic
evid
en
ce
(e
,v),
tilt m
etr
es (v
), ch
em
ica
l a
naly
sis
(v
), b
uild
ing
d
esig
n (e
), a
nd
re
scu
e a
nd
aid
(e
,v).
In-d
ep
th
ca
se
stu
die
s
wo
uld
b
e
a
rou
te
for
tea
ch
ing
th
is
se
ctio
n.
Th
ese
stu
die
s s
ho
uld
in
clu
de
exa
mp
les o
f e
art
hq
ua
ke
a
nd
vo
lca
nic
activity in
bo
th L
ED
C’s
an
d M
ED
C’s
. E
xa
mp
les:
Ea
rth
qu
ake
s:
Me
xic
o
City
(19
85
),
Arm
en
ia(1
98
8),
L
om
a
Pri
eta
(1
98
9),
M
T.
St
He
len
s
(19
89
) K
ob
e
(19
95
),
Co
lom
bia
(1
99
9).
V
olc
an
ic e
rup
tio
ns:
Ru
ap
eh
u (
19
65
, 1
97
5,
19
95
), M
t. U
nzu
n
(19
91
),
Pin
atu
bo
(1
99
9)
Mo
nse
rra
t (1
99
5),
E
tna
(2
00
1),
G
rim
svo
tu J
oku
lha
up
(G
lacia
l b
urs
t) 1
99
6.
3 W
ha
t n
atu
ral
an
d m
an
-ma
de
pro
ce
sse
s
co
ntr
ibu
te t
o d
iffe
ren
t ty
pe
s a
nd
ca
use
s o
f m
ass-m
ove
me
nt o
n s
lop
es?
H
ow
are
su
dd
en
ma
ss-m
ove
me
nts
m
an
ag
ed
?
Ro
ck w
ea
the
rin
g p
roce
sse
s a
nd
th
e a
ccu
mu
latio
n o
f d
eb
ris o
n s
lop
es.
Ca
use
s
of
ma
ss
mo
ve
me
nt:
flo
ws
an
d
slid
es
inclu
din
g:
rock
falls
, la
nd
slid
es, e
art
h s
lum
ps, so
il cre
ep
, so
liflu
ctio
n a
nd
mu
dflo
ws.
Hu
ma
n in
flu
en
ce
s to
in
clu
de
; d
efo
resta
tio
n a
nd
bu
ildin
g.
Slo
pe
m
an
ag
em
en
t p
olic
ies
inclu
din
g;
slo
pe
a
ng
le
red
uctio
n,
affo
resta
tio
n, d
rain
ag
e a
nd
su
rfa
ce
pro
tectio
n.
A
the
ore
tica
l in
tro
du
ctio
n
ba
cke
d
up
b
y
a
ca
se
stu
dy,
e.g
. H
on
g
Ko
ng
, R
io
de
Ja
ne
iro
, S
arn
o
in
So
uth
ern
Ita
ly,
Him
ala
ya
n F
oo
thill
s.
4
Wh
at
are
th
e
ma
jor
ca
use
s
of
so
il d
ete
rio
ratio
n
an
d
ero
sio
n
an
d
ho
w
ca
n
the
y b
e p
reve
nte
d?
So
il fo
rma
tio
n
an
d
ch
ara
cte
ristics
inclu
din
g
textu
re,
bio
tic,
ab
iotic
co
mp
on
en
ts a
nd
id
ea
lise
d s
oil
pro
file
s c
ha
racte
ristic o
f m
ois
t a
nd
ari
d
co
nd
itio
ns in
te
mp
era
te a
nd
tro
pic
al a
rea
s.
So
il e
rosio
n
an
d
de
terio
ratio
n
thro
ug
h
ag
ricu
ltu
re,
de
fore
sta
tio
n,
gra
zin
g,
sa
linis
atio
n a
nd
co
mp
action
; a
nd
m
an
ag
em
en
t in
vo
lvin
g th
e
su
sta
ina
ble
u
se
o
f so
ils
for
ag
ricu
ltu
re.
S
uch
stu
die
s
sh
ou
ld
use
e
xa
mp
les fro
m M
ED
C’s
an
d L
ED
C’s
.
Ca
se
stu
die
s w
he
re p
ossib
le s
ho
uld
be
lo
ca
l o
r te
xt
de
rive
d;
e.g
. S
ou
the
rn E
ng
lan
d, H
ima
laya
n fo
oth
ills, U
SA
Du
stb
ow
l.
So
il p
rofile
s t
o i
nclu
de
: te
mp
era
te p
od
zo
ls a
nd
bro
wn
ea
rth
s,
tro
pic
al la
teri
tes a
nd
ra
in fo
rest so
ils.
5
Wh
at
pre
ssu
res
ha
s
hu
ma
n
activity
pla
ce
d
up
on
th
e
reso
urc
es
of
the
lit
ho
sp
he
re;
ho
w
ca
n
the
y
be
m
an
ag
ed
su
sta
ina
bly
fo
r fu
ture
ge
ne
ratio
ns?
Th
e n
atu
re o
f re
ne
wa
ble
, n
on
-re
new
ab
le a
nd
re
cycla
ble
re
so
urc
es.
En
erg
y r
eso
urc
es i
n L
ED
C’s
a
nd
ME
DC
’s i
nclu
din
g:
de
ma
nd
an
d t
he
d
ep
letio
n o
f re
so
urc
es i
n M
ED
C’s
; L
ED
C p
rio
ritie
s i
n t
he
use
of
fossil
fue
ls; th
e d
ep
letin
g o
f re
se
rve
s o
f fo
ssil
fue
ls.
Str
ate
gie
s t
o in
clu
de
: su
sta
ina
ble
use
of
fossil
fue
ls t
hro
ug
h;
de
ve
lop
ing
re
ne
wa
ble
re
so
urc
es a
nd
co
nse
rvin
g e
ne
rgy.
La
nd
as a
re
so
urc
e u
nd
er
pre
ssu
re f
rom
urb
an
sp
raw
l a
nd
eco
no
mic
d
eve
lop
me
nt
(su
rfa
ce
m
inin
g
an
d
rese
rvo
irs).
Th
e
ma
na
ge
me
nt
of
are
as o
f o
uts
tan
din
g n
atu
ral b
ea
uty
; co
nse
rva
tio
n a
rea
s/N
atio
na
l P
ark
s.
Exa
mp
les s
ho
uld
in
clu
de
: n
on
-re
new
ab
le r
eso
urc
es,
co
al, o
il a
nd
n
atu
ral
ga
s;
ren
ew
ab
le,
wate
r (H
EP
, tid
e
an
d
wa
ve
s),
W
ind
an
d S
ola
r e
ne
rgy.
Ca
se
stu
die
s c
on
tra
stin
g t
he
po
licie
s
of o
ne
ME
DC
(e
.g. G
erm
an
y)
with
a L
ED
C (
Ind
ia).
S
tra
teg
ies m
ay b
e i
llustr
ate
d b
y c
on
tra
stin
g t
he
po
licie
s o
f tw
o
co
un
trie
s o
r b
y u
sin
g r
eso
urc
es;
e.g
. W
ind
, w
ate
r a
nd
nu
cle
ar
en
erg
y in
Fra
nce
with
co
al in
In
dia
. P
ressu
re
fro
m
urb
an
sp
raw
l ca
n
be
ill
ustr
ate
d
thro
ug
h
exa
mp
les su
ch
a
s S
ao
P
au
lo,
Mu
mb
ai, L
on
do
n,
To
kyo
a
nd
P
ari
s.
6
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
Th
e A
tmo
sp
he
re
Ke
y Q
ue
sti
on
C
on
ten
t N
ote
s f
or
gu
ida
nc
e
1 W
ha
t a
re th
e str
uctu
ral
co
mp
on
en
ts o
f th
e a
tmo
sp
he
re a
nd
wh
y i
s i
t im
po
rta
nt
to
un
de
rsta
nd
th
eir
ch
ara
cte
ristics?
Th
e
str
uctu
re
of
the
a
tmo
sp
he
re
to
inclu
de
: tr
op
osp
he
re,
str
ato
sp
he
re,
me
so
sp
he
re
an
d
the
rmo
sp
he
re
(io
no
sp
he
re).
Ea
ch
zo
ne
d
escri
be
d in
te
rms o
f co
mp
ositio
n,
tem
pe
ratu
re a
nd
d
en
sity
va
ria
tio
n.
Th
e
inte
ractio
n
of
inco
min
g
an
d
ou
tgo
ing
ra
dia
tio
n
with
in
the
tr
op
osp
he
re a
nd
str
ato
sp
he
re; ‘th
e E
art
h’s
en
erg
y b
ud
ge
t’.
Th
e im
po
rta
nce
of th
e tro
po
sp
he
re fo
r w
ea
the
r a
nd
hu
ma
n a
ctivity.
Re
fere
nce
ca
n
be
m
ad
e to
m
od
els
o
f a
tmo
sp
he
ric
str
uctu
re,
evid
en
ce
fro
m r
ese
arc
h (
ba
lloo
ns)
etc
. O
zo
ne
a
nd
th
e a
bso
rptio
n o
f u
v ra
dia
tio
n.
T
he
a
bso
rptio
n o
f vis
ible
ra
dia
tio
n
by
the
e
art
h’s
su
rfa
ce
; e
mis
sio
n
of
the
rma
l in
fra
red
ra
dia
tio
n a
nd
ab
so
rptio
n b
y tro
po
sp
he
ric g
ase
s.
2 W
ha
t is
th
e p
atte
rn o
f a
ir m
ove
me
nt in
th
e
tro
po
sp
he
re
an
d
ho
w
do
es
it
influ
en
ce
re
gio
na
l clim
ate
s a
nd
lo
ca
l w
ea
the
r?
Wh
at
me
tho
ds
are
e
mp
loye
d
to
fore
ca
st
we
ath
er
pa
tte
rns?
Va
ria
tio
ns i
n g
lob
al
insu
latio
n.
Re
gio
ns o
f h
igh
an
d l
ow
pre
ssu
re.
Glo
ba
l a
nd
lo
ca
l w
ind
syste
ms.
Th
e e
ffe
cts
of
lan
d,
relie
f a
nd
oce
an
cu
rre
nts
. T
he
lo
ca
tio
n a
nd
ch
ara
cte
ristic f
ea
ture
s o
f th
e m
ajo
r clim
atic r
eg
ion
s
to
inclu
de
: E
qu
ato
ria
l,
Tro
pic
al
De
se
rt,
Sa
va
nn
ah
a
nd
M
on
so
on
, W
arm
Te
mp
era
te C
lima
tes a
nd
Su
b-A
rctic (
as f
or
the
Bio
me
s i
n t
he
B
iosp
he
re m
od
ule
).
Th
e
form
atio
n
an
d
ch
ara
cte
rics
of
an
ticyclo
ne
s
(hig
h
pre
ssu
re
syste
ms),
te
mp
era
te
fro
nta
l d
ep
ressio
ns
an
d
tro
pic
al
cyclo
nes
(hu
rric
an
es).
We
ath
er
fore
ca
stin
g
in
rela
tio
n
to
the
se
w
ea
the
r co
nd
itio
ns.
Th
e
ea
rth
’s
tem
pe
ratu
re
an
d
pre
ssu
re
dis
trib
utio
n/s
ea
so
na
l va
ria
tio
ns.
Th
e stu
dy o
f clim
atic re
gio
ns ca
n b
e lin
ke
d w
ith
th
e b
iom
es
inclu
de
d in
th
e b
iosp
he
re m
od
ule
. T
rad
itio
na
l te
xt b
ase
d s
tud
ies o
r stu
de
nt in
ve
stig
atio
ns.
Th
e
use
o
f w
ea
the
r ch
art
s,
sa
telli
te
da
ta
in
fore
ca
stin
g
an
d
reco
rdin
g w
ea
the
r d
ata
(vis
ua
l a
nd
in
fra
red
ph
oto
gra
ph
y).
R
ele
va
nt ca
se
stu
die
s to
illu
str
ate
dro
ug
ht a
nd
hu
rric
an
es.
3
Ho
w
do
es
hu
ma
n
activity
affe
ct
the
a
tmo
sp
he
re?
Th
e p
rin
cip
le s
ou
rce
s o
f C
FC
’s a
nd
th
eir
ro
le i
n s
tra
tosp
he
ric o
zon
e
de
ple
tio
n.
Th
e
role
o
f g
ase
s
su
ch
a
s
ca
rbo
n
dio
xid
e
an
d
me
tha
ne
in
th
e
en
ha
nce
d ‘g
ree
nh
ou
se
effe
ct’ a
nd
po
ssib
le c
lima
tic c
on
se
qu
en
ce
s.
Em
issio
ns o
f su
lph
ur
dio
xid
e a
nd
nitro
ge
n o
xid
es a
nd
th
e f
orm
atio
n
of a
cid
ra
in in
clu
din
g e
ffe
cts
up
on
bu
ildin
gs, w
ate
r co
urs
es a
nd
so
ils.
Pre
dic
ted
a
nd
p
ossib
le
clim
atic
and
b
iosp
he
ric
effe
cts
o
f g
lob
al
wa
rmin
g.
Exa
mp
les fro
m th
e A
nta
rctic a
nd
No
rth
ern
He
mis
ph
ere
. T
he
lik
ely
im
pa
ct
of
glo
ba
l w
arm
ing
o
n
rais
ing
se
a
leve
ls,
incre
ase
d s
torm
in
ten
sity,
clim
atic c
ha
ng
e;
wh
ere
po
ssib
le u
sin
g
loca
l e
xa
mp
les.
Th
ere
is
a
n
op
po
rtu
nity
to
link
ind
ustr
ial
po
llutio
n
with
K
ey
Qu
estio
n 5
in
th
e L
ith
osp
he
re m
od
ule
. E
mis
sio
ns f
rom
in
du
str
ialis
ed
co
un
trie
s a
nd
tra
nsfe
ren
ce
to
oth
er
co
un
trie
s.
R
efe
ren
ce
ca
n b
e m
ad
e to
stu
die
s in
th
e U
K a
nd
S
we
de
n (
19
80
’s).
4
Ho
w
ca
n
atm
osp
he
ric
po
llutio
n
be
co
ntr
olle
d
an
d
wh
at
are
th
e
pro
ble
ms
invo
lve
d
with
th
e
glo
ba
l m
an
ag
em
en
t o
f a
tmo
sp
he
ric p
ollu
tio
n?
Re
du
cin
g e
mis
sio
ns t
hro
ug
h c
lea
nin
g f
lue
ga
se
s,
alte
rna
tive
en
erg
y,
affo
resta
tio
n, C
FC
fre
e d
om
estic a
pp
lian
ce
s, sp
rays e
tc.
Th
e u
se
of
alte
rna
tive
so
urc
es o
f e
ne
rgy i
nclu
din
g:
win
d,
wa
ter
an
d
nu
cle
ar
en
erg
y.
Inte
rna
tio
na
l co
ntr
ols
/pro
toco
ls,
reco
gn
isin
g
tha
t p
ollu
tio
n
cro
sse
s
inte
rna
tio
na
l b
ou
nd
ari
es.
T
he
b
ackg
rou
nd
to
th
e
difficu
ltie
s
in
ach
ievin
g
a
bro
ad
a
gre
em
en
t in
th
e
red
uctio
n
of
atm
osp
he
ric
po
llutio
n.
Re
fere
nce
to
co
ntr
ols
o
n
CF
C
em
issio
ns;
LE
DC
a
nd
M
ED
C
exa
mp
les:
Kyo
to
an
d
Bu
en
os
Air
es
(19
98
) a
nd
R
io
de
Ja
ne
iro
(19
92
) m
ee
tin
gs
an
d
the
p
rob
lem
s
in
ach
ievin
g
ag
ree
me
nt.
Affo
resta
tio
n a
nd
th
e u
se
of a
lte
rna
tive
en
erg
y s
ou
rce
s.
Re
fere
nce
to
e
xa
mp
les
su
ch
a
s
an
L
ED
C
an
d
an
M
ED
C
to
illu
str
ate
pro
ble
ms in
co
ntr
olli
ng
in
du
str
ial p
ollu
tio
n.
7
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
Th
e H
yd
ros
ph
ere
Ke
y Q
ue
sti
on
C
on
ten
t N
ote
s f
or
Gu
ida
nc
e
1 H
ow
is w
ate
r sto
red
an
d t
ran
sfe
rre
d g
lob
ally
a
nd
lo
ca
lly?
T
he
m
ain
sto
rag
e zo
ne
s o
f w
ate
r a
nd
th
e p
erc
en
tag
es o
f w
ate
r h
eld
in
ea
ch
. T
he
na
tura
l flo
ws a
nd
sto
res w
ith
in b
oth
th
e g
lob
al
an
d
loca
l (d
rain
ag
e
ba
sin
) w
ate
r cycle
s.
T
he
g
lob
al
syste
m
inclu
de
s t
he
tra
nsfe
r b
etw
ee
n o
ce
an
/se
as,
atm
osp
he
re a
nd
la
nd
; it
sh
ou
ld re
fer
to th
e co
nd
itio
ns u
nd
er
wh
ich
th
e vo
lum
e o
f so
lid,
liqu
id
an
d
ga
se
ou
s
wa
ter
will
ch
ang
e.
T
he
lo
ca
l w
ate
r cycle
in
clu
de
s:
eva
po
ratio
n,
pre
cip
ita
tio
n,
inte
rce
ptio
n,
run
off,
infiltra
tio
n
an
d g
rou
nd
wa
ter.
G
rou
nd
wa
ter
sto
res a
re t
o i
nclu
de
th
e f
ea
ture
s
of n
atu
ral a
qu
ife
rs: co
nfin
ed
, u
nco
nfin
ed
an
d p
erc
he
d.
Th
e
glo
ba
l (c
lose
d)
syste
m
in
co
nju
nctio
n
with
th
e
mo
re
loca
lise
d o
pe
n s
yste
m,
wh
ich
co
uld
be
a l
oca
l d
rain
ag
e b
asin
.
It
is
po
ssib
le
to
un
de
rta
ke
th
e
loca
l e
lem
en
t o
f th
is
stu
dy
thro
ug
h fie
ld w
ork
. E
xa
mp
les o
f n
atu
ral a
qu
ife
rs c
an
be
on
a s
ma
ll lo
ca
l sca
le o
r o
f th
e s
ca
le o
f th
e A
ustr
alia
n B
asin
.
2 W
ha
t h
as b
ee
n t
he
im
pact
of
hu
ma
n a
ctivity
on
th
e q
ua
ntitie
s o
f w
ate
r in
na
tura
l sto
res?
T
he
im
pa
ct
of
clim
atic c
ha
ng
e a
nd
glo
ba
l w
arm
ing
on
se
a a
nd
ice
vo
lum
es. T
he
im
pa
ct o
f ri
sin
g s
ea
le
ve
ls; p
ast a
s w
ith
ice
ag
es a
nd
cu
rre
ntly th
ou
gh
th
e in
cre
ase
d lik
elih
oo
d o
f flo
od
ing
in
lo
w-lyin
g
are
as.
Th
e im
pa
ct
of
ag
ricu
ltu
re a
nd
th
e s
upp
ly o
f w
ate
r fo
r in
du
str
ial an
d
do
me
stic u
se
up
on
th
e n
atu
ral su
pp
lies o
f w
ate
r.
Em
ph
asis
on
th
e f
rag
ility
of
the
glo
ba
l clim
ate
with
re
fere
nce
to
b
oth
fa
llin
g (
pa
st)
an
d r
isin
g s
ea
le
ve
ls (
cu
rre
nt
an
d f
utu
re).
D
imin
ish
ing
wa
ter
su
pp
lies t
hro
ug
h a
gricu
ltu
re c
ou
ld i
nclu
de
: T
he
Ara
l S
ea
, P
rairie
s,
Au
str
alia
n A
rte
sia
n B
asin
. S
ho
rta
ge
s
du
e t
o u
rba
n a
nd
in
du
str
ial d
em
an
d m
ay in
clu
de
: M
exic
o C
ity,
Mid
dle
Ea
st, L
on
do
n B
asin
. A
ga
in t
he
re i
s a
n o
pp
ort
un
ity t
o
rese
arc
h lo
ca
l w
ate
r su
pp
lies a
nd
su
pp
ly.
3 H
ow
ca
n w
ate
r su
pp
ly b
e su
sta
ine
d a
nd
w
ha
t a
re t
he
en
viro
nm
en
tal
co
nse
qu
en
ce
s o
f th
e a
rtific
ial sto
rag
e o
f w
ate
r?
Th
e m
an
ag
em
en
t o
f w
ate
r su
pp
ly o
n a
lo
ca
l a
nd
re
gio
na
l sca
le,
inclu
din
g d
isp
aritie
s i
n w
ate
r re
so
urc
es,
the
de
ma
nd
fo
r w
ate
r a
nd
th
e
su
pp
ly
of
wa
ter.
Da
ms,
ba
rra
ge
s
an
d
rese
rvo
irs.
Ad
va
nta
ge
s: w
ate
r su
pp
ly r
ecre
atio
n, p
ow
er,
en
vir
on
me
nt a
nd
lo
ca
l clim
ate
.
Dis
ad
va
nta
ge
s:
co
st,
silt
ing
, so
cio
-eco
no
mic
a
nd
e
nvir
on
me
nt.
Wa
ter
su
pp
ly
in
arid
co
un
trie
s
to
inclu
de
g
rou
nd
w
ate
r a
nd
d
esa
linis
atio
n.
Exa
mp
les
ch
ose
n
fro
m
co
ntr
astin
g
are
as
su
ch
a
s:
US
A
(Co
lora
do
), C
hin
a (
3 g
org
es),
Nig
eri
a o
r G
ha
na
. E
xa
mp
les o
f d
esa
linis
atio
n in
Pe
rsia
n G
ulf s
tate
s, M
alta
.
4
Ho
w
do
es
hu
ma
n
activity
lea
d
to
the
p
ollu
tio
n
of
wa
ter
sto
res
an
d
ho
w
ca
n
this
fo
rm o
f p
ollu
tio
n b
e m
an
ag
ed
?
Po
llutio
n
of
gro
un
dw
ate
r b
y
me
tals
, n
utr
ien
ts,
an
d
org
an
ic
co
mp
ou
nd
s.
Nu
trie
nt
en
rich
me
nt
an
d e
utr
op
hic
atio
n o
f la
ke
s a
nd
rive
rs;
the
m
ain
so
urc
es o
f e
utr
op
hic
atio
n a
nd
its e
ffe
cts
. T
he
im
pa
ct
of
se
wa
ge
d
isp
osa
l u
po
n rive
rs,
lake
s a
nd
se
as a
nd
th
e
ma
in
he
alth
a
nd
e
nvir
on
me
nta
l p
rob
lem
s
asso
cia
ted
w
ith
th
e
dis
po
sa
l o
f se
wa
ge
slu
dg
e.
Ma
rin
e p
ollu
tio
n a
nd
effe
cts
on
aq
ua
tic
an
d b
ird
life
an
d o
n t
he
co
asta
l e
nvir
on
me
nt.
Po
llutio
n o
f ri
ve
rs
an
d
lake
s
by
ind
ustr
ial
sp
illa
ge
an
d
rive
r/la
ke
p
ollu
tio
n.
Ma
na
ge
me
nt via
: w
aste
co
ntr
ols
, lo
ca
l a
nd
re
gio
na
l p
olic
ies.
Th
ere
is p
len
ty o
f sco
pe
fo
r ca
nd
ida
tes t
o u
se
lo
ca
l stu
die
s
an
d l
ink t
he
exa
min
atio
n r
eq
uir
em
en
ts w
ith
th
e w
ide
ra
ng
e o
f re
se
arc
h p
roje
cts
on
th
e to
pic
. O
the
r ca
se
stu
die
s co
uld
in
clu
de:
Th
e R
hin
e,
Ga
ng
es,
The
M
ed
ite
rra
ne
an
Se
a, a
nd
Oil
Ta
nke
r S
pill
ag
e.
8
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
Th
e B
ios
ph
ere
Ke
y Q
ue
sti
on
C
on
ten
t N
ote
s f
or
Gu
ida
nc
e
With
in t
his
mo
du
le c
an
did
ate
s s
ho
uld
co
mp
lete
tw
o c
on
tra
stin
g s
tud
ies in
vo
lvin
g e
co
syste
ms,
hu
ma
n in
flu
en
ce
s a
nd
ma
na
ge
me
nt.
Ide
ally
on
e o
f th
ese
stu
die
s c
an
be
ba
se
d
up
on
an
are
a w
ith
wh
ich
th
e s
tud
en
ts h
ave
so
me
pe
rso
na
l fa
mili
ari
ty,
the
oth
er
se
lecte
d f
rom
a c
on
tra
stin
g a
rea
. T
he
se
ca
se
stu
die
s s
ho
uld
exte
nd
acro
ss t
he
co
nte
nt
of
Ke
y
Qu
estio
ns 1
, 2
an
d 3
.
1 W
ha
t a
re t
he
ma
jor
ab
iotic a
nd
bio
tic f
acto
rs,
wh
ich
d
rive
a
nd
in
flu
en
ce
th
e
dis
trib
utio
n
of
diffe
ren
t e
co
syste
ms?
Wh
at
are
th
e
ma
in
co
mp
on
en
ts
an
d
ch
ara
cte
ristics
of
eco
syste
ms
an
d
ho
w
are
th
ey
str
uctu
red
?
Th
e
bio
tic
an
d
ab
iotic
facto
rs
wh
ich
co
ntr
ol
the
d
istr
ibu
tio
n o
f th
e w
orl
d’s
ma
jor
bio
me
s a
s l
iste
d i
n t
he
n
ote
s f
or
gu
ida
nce
. T
he
ch
ara
cte
ristics o
f e
co
syste
ms
in
term
s
of
the
ir
bio
tic
an
d
ab
iotic
co
mp
on
en
ts
(so
il,
tem
pe
ratu
re,
rain
fall,
p
ho
tosyn
the
sis
, n
pp
, su
cce
ssio
n,
bio
ma
ss,
bio
div
ers
ity,
tro
ph
ic
leve
ls,
foo
d
ch
ain
s
an
d
we
bs,
ha
bita
ts a
nd
n
ich
es).
T
he
in
tera
ctio
n o
f th
ese
co
mp
on
en
ts t
o b
e i
llustr
ate
d t
hro
ug
h r
ela
tive
siz
e o
f th
e
flo
ws a
nd
sto
res o
f n
utr
ien
ts b
etw
ee
n v
eg
eta
tio
n,
litte
r a
nd
so
il.
A s
urv
ey o
f th
e g
lob
al syste
m f
ollo
we
d b
y a
stu
dy o
f th
e
dis
trib
utio
n o
f th
e f
ollo
win
g b
iom
es:
tro
pic
al
rain
fo
rest,
mo
nso
on
ra
in
fore
st,
tro
pic
al
sa
va
nn
ah
, d
ese
rt,
tem
pe
rate
d
ecid
uo
us
an
d
hig
h
latitu
de
tu
nd
ra;
fro
m
wh
ich
th
e tw
o c
ase
stu
die
s s
ho
uld
be
ch
ose
n.
Wh
ilst
a
bio
me
ca
n
be
co
nsid
ere
d
a
glo
ba
l sca
le
eco
syste
m,
eco
syste
ms
occu
r o
n
a
va
rie
ty
of
sca
les
with
in b
roa
d v
eg
eta
tio
n z
on
es.
Ph
oto
syn
the
sis
: its
req
uir
em
en
ts
an
d
pro
ce
ss.
Ph
oto
syn
the
sis
a
nd
d
iffe
ren
t w
ave
len
gth
s.
T
he
in
flu
en
ce
o
f lig
ht
inte
nsity
an
d
rain
fall
on
p
lan
t p
rod
uctivity.
2 H
ow
ha
s h
um
an
activity b
oth
dis
rup
ted
an
d d
estr
oye
d
eco
syste
ms?
Th
e im
pa
ct
of
ag
ricu
ltu
re,
defo
resta
tio
n,
exp
loita
tio
n a
nd
fire
s
up
on
te
rre
str
ial
eco
syste
ms.
T
he
fo
rma
tio
n
of
pla
gio
clim
axe
s
arr
este
d
su
cce
ssio
ns
an
d
loss
of
bio
div
ers
ity.
Th
e e
ffe
cts
of
cle
ari
ng
Tro
pic
al R
ain
Fo
rest
for
ind
ustr
ial
an
d
ag
ricu
ltu
ral
use
.
Th
e
imp
act
of
co
mm
erc
ial
farm
ing
in
ME
DC
’s t
hro
ug
h m
ech
an
isa
tio
n
an
d t
he
exp
an
sio
n o
f fie
lds l
ea
din
g t
o t
he
lo
ss o
f lo
ca
l h
ab
ita
ts.
Th
e i
nflu
en
ce
of
hu
ma
n a
ctivity u
po
n m
arin
e
eco
syste
ms;
inclu
din
g c
oa
sta
l w
ate
rs,
oce
an
s a
nd
co
ral
ree
fs.
Th
is
ca
n
exte
nd
th
e
pre
vio
us
exa
mp
les
ch
ose
n
in
KQ
’s 1
an
d 2
bu
t m
ust
als
o f
ocu
s o
n t
he
tw
o e
xa
mp
les
giv
en
in
KQ
.
3
Wh
at
me
tho
ds
ha
ve
b
ee
n
em
plo
ye
d
to
pre
se
rve
, co
nse
rve
, a
nd
re
sto
re e
co
syste
ms?
T
o
wh
at
exte
nt
ha
ve
m
ee
tin
gs
be
twe
en
n
atio
ns
an
d
pre
ssu
re
gro
up
s
be
en
im
po
rta
nt
in
hig
hlig
htin
g
en
vir
on
me
nta
l a
wa
ren
ess a
nd
ma
na
gin
g th
e b
iosp
he
re?
Me
tho
ds
to
inclu
de
: N
ation
al
Pa
rks,
affo
resta
tio
n,
ma
inta
inin
g b
iolo
gic
al d
ive
rsity t
hro
ug
h s
uch
me
tho
ds a
s
po
llutio
n
co
ntr
ol,
ch
an
gin
g
ag
ricu
ltu
ral
syste
ms,
eco
tou
rism
, fo
rest
co
nse
rva
tion
, w
ildlif
e
ma
na
ge
me
nt,
an
d
eco
log
ica
l is
lan
ds.
T
he
im
pa
ct
of
inte
rna
tio
na
l p
roto
co
l (e
.g.
Rio
d
e
Ja
ne
iro
a
nd
M
on
tre
al)
an
d
rese
arc
h a
nd
pre
ssu
re f
rom
gro
up
s s
uch
as t
he
WW
F.
Su
sta
ina
ble
de
ve
lop
me
nt w
ith
in c
on
se
rva
tio
n a
rea
s.
Ca
se
stu
die
s a
s a
pp
rop
ria
te o
r a
su
rve
y o
f co
nse
rva
tio
n
an
d
resto
ratio
n
of
eco
syste
ms
with
re
fere
nce
to
a
b
roa
de
r ra
ng
e o
f e
xa
mp
les.
4 W
ha
t h
as b
ee
n t
he
im
pa
ct
of
po
pu
latio
n g
row
th u
po
n
the
re
so
urc
es
of
co
un
trie
s
at
co
ntr
astin
g
leve
ls
of
eco
no
mic
de
ve
lop
me
nt?
Po
pu
latio
n,
reso
urc
es
an
d
ca
rryin
g
ca
pa
city:
the
p
op
ula
tio
n
mo
de
ls
of
Ma
lth
us
an
d
Bo
se
rup
.
Th
e
co
nce
pts
o
f o
ve
rpo
pu
latio
n,
un
de
r p
op
ula
tio
n
an
d
op
tim
um
po
pu
latio
n.
Po
licie
s a
ime
d a
t re
so
lvin
g t
he
se
is
su
es in
clu
de
: su
sta
ina
ble
an
d m
ore
pro
du
ctive
fa
rmin
g
me
tho
ds i
n L
ED
C’s
an
d M
ED
C’s
; e
co
no
mic
an
d s
ocia
l d
eve
lop
me
nt; th
e su
sta
ina
ble
p
rovis
ion
o
f e
ne
rgy a
nd
in
du
str
ial ra
w m
ate
ria
ls.
A s
tud
y o
f th
e p
op
ula
tio
n m
od
els
fo
llow
ed
by c
on
tra
stin
g
ca
se
stu
die
s e
.g.
Ma
uri
tiu
s,
Ind
ia,
UK
. e
xa
mp
les c
an
in
clu
de
: C
hin
a,
UK
or
Eu
rop
ea
n c
ou
ntr
y a
nd
Ca
na
da
or
Au
str
alia
. A
gri
cu
ltu
ral
imp
rove
me
nts
ca
n b
e i
llustr
ate
d
thro
ug
h t
he
Gre
en
Re
vo
lutio
n,
bio
tech
no
log
y e
tc.
Mo
re
ge
ne
ral e
co
no
mic
an
d s
ocia
l d
eve
lop
me
nt
thro
ug
h c
ase
stu
die
s in
clu
din
g a
M
ED
C a
nd
a L
ED
C.
9
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
10
PAPER 3 (COURSEWORK) SCHOOL-BASED ASSESSMENT
At AS level this will take the form of an Individual Research Project of 1500-2000 words carried out by the candidate, into an issue arising out of their course of study. The report may be focussed on a local regional or global issue. Whilst the issue may derive out of the traditional areas of environmental science the report must contain an investigation and evaluation of the management issues associated with the topic. The topic should be chosen from any part of the 4 units, which comprise the specification.
As stated the topic should be issue and management based at one of a variety of scales. Whilst secondary source material is useful in providing background information, the use of primary sources and field data collection should be undertaken. This means that it is possible to use information sources other than that obtained from field study and can include: the internet, the media, newspaper data and documented data from companies and organisations.
Centres should recognise that it is a test of a candidate’s ability to confine their report to a word limit of 2000 words; long and rambling projects often do not constitute a valid report as they contain too much extraneous material. It is expected that having identified a clear environmental management issue candidates structure their investigation into the following stages of scientific method, namely:
An introduction comprising the identification of an issue expressed through a hypothesis or question.
A methodology, which outlines the investigative avenues, used for the study; these should be justified.
A results and analysis section. This should form the main part of the study and contain data expressed through illustrative techniques such as: pictorial (diagrams and photographs), tables and graphs. This illustrative material should be analysed through detailed descriptions and explanations.
A conclusion which draws together the finding of the investigation.
An evaluation of the study comprising an assessment of the success or shortcomings of the study.
In order to ensure that they comply with the requirements of the syllabus, Centres must seek approval, in advance, from CIE. It is only necessary for each Centre to complete a CIE approval form containing candidate details, project title and a brief description. This form should be submitted to CIE BY November 30
th for a June examination and June 30
th for a
November examination. The list can be submitted by Fax or E-mail to CIE using the ‘International’ contact details given on the back cover of this booklet. Syllabus number and Centre number should be clearly shown.
It is the responsibility of teachers within the Centre to monitor the work undertaken by the candidates and make certain that the work complies with the spirit of the specification. The report should be assessed by approved teachers within each Centre; this includes teachers who have satisfied CIE’s requirements concerning moderation (it will not be necessary for current approved assessors to seek further approval).
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
11
EXAMPLE OF A RESEARCH REPORT
‘To what extent has industrial pollution of a nearby river been successfully controlled and reduced’. (a) The problem identified is the pollution of a river through industrial effluent and the extent to
which industries manage their waste and river pollution has been reduced. (b) This topic relates to waste management, the need to dispose of industrial waste materials and
manage/reduce river pollution. (c) Data sources might include:
counting the variety of species at various points before and after the discharge point and considering the different species present at these points, testing samples of river water before and after the discharge point. investigating the policies of contributing industries. using local or internet data sources
(d) Candidates should ascertain how much data they can collect and analyse in the time available
in order to produce viable conclusions. (e) The scale of the project should not be so small that valid data cannot be identified or that a
variety of environments need to be examined. On the other hand, it should not be so big as to make the collection of data too time-consuming.
CRITERIA FOR ASSESSMENT
There are three assessment skills that must be addressed by the Research Report.
Skill Description Mark
C1
C2
C3
Research and planning
Data collection and presentation
Conclusion and evaluation
6
9
5
Mark schemes for assessment should be based on the following criteria:
Skill C1: Research and planning (a) A hypothesis or question clearly stated. 1 mark (b) An expression of knowledge through a clear explanation of the principle
underpinning the hypothesis or question. 2 marks (c) Plan includes appropriate methods clearly explained. 2 marks (d) Developed plan is effective at testing the hypothesis. 1 mark
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
12
Skill C2: Data collection and presentation (a) Data observations clearly presented and presented in a suitable format. 2 marks (b) Data collected and recorded accurately and with appropriate degree of precision. 2 marks (c) The report is organised with a logical order of presentation (information, description
explanation, diagrams). 2 marks (d) The quality of written communication. 2 marks (e) Suitable statistical tools used to analyse the data. 1 mark
Skill C3: Conclusions and evaluation (a) Full conclusions are drawn, supported by reference to data. 2 marks (b) Knowledge of environmental and management principles used to explain trends
and patterns in own results. 2 marks (c) An evaluative assessment of the report in terms of its limitations and level of success. 1 mark This total of 20 marks will then be doubled to a mark out of 40. Each Skill criterion is marked on a scale of 0 to 1/2, as follows:
2 = criterion fully met, 1 = criterion partly met, 0 = criterion not met at all. or 1 = criterion met, 0= criterion not met at all. Moderation All aspects of coursework will be moderated. Coursework designs and Schemes of Assessment will be devised by schools, who should ensure that they comply with the course Aims and Assessment Objectives. (a) Internal Moderation
When several teachers in a Centre are involved in internal assessments, arrangements must be made within the Centre for all candidates to be assessed to a common standard.
It is essential that within each Centre, the marks for each skill assigned within different teaching groups (e.g. different classes) are moderated internally for the whole Centre entry. The Centre assessments will then be subject to external moderation. (b) External Moderation
Individual Candidate Record Cards and Coursework Assessment Summary Forms must be received by CIE no later than 30 April (for the June examination) and 31 October (for the November examination) along with a sample of the coursework undertaken by the candidates and the Schemes of Assessment for each assignment. The samples should cover the full ability range. If there are ten or fewer candidates, all the coursework that contributed to the final mark for all the candidates must be sent to CIE. Where there are more than ten candidates, all the coursework that contributed to the final mark for ten of them will be required. The Centre should select candidates covering the whole mark range, with the marks spaced as evenly as possible from the top mark to the lowest mark. If appropriate, the samples should be selected from the classes of different teachers. A further sample of coursework may subsequently be required. All records and supporting written work should be retained until after the publication of the results.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
13
RESOURCE LIST
Alma, P J Environmental Concerns (Cambridge Social Biology Topics) Cambridge University Press (1993) ISBN 0521428696
Ashworth, W The Encyclopaedia of Environmental Studies Facts on File (1992) ISBN 0816015317
Botkin, Daniel B & Keller, Edward A
Environmental Science: Earth as a living planet Wiley (1999) ISBN 0471358770
Byrne, Kevin Environmental Science (Bath Advanced Science) Nelson Thornes (2001) ISBN 0174483058
Chapman, J L & Reiss, M J Ecology: Principles and Applications Cambridge University Press (1992) ISBN 0521389518
Chrispin, J & Jegede, Francis Population, Resources and Development Collins Educational (2000) ISBN 0003266516
Collard, Roy The Physical Geography of Landscape Collins Educational (1988) ISBN 071352734X
Cornwell, A Man and the Environment (Cambridge Social Biology Topics) Cambridge University Press (1983) ISBN 0521288924
Cunningham, W P Understanding our Environment: An Introduction William C Brown (1994) ISBN 0697204561
Cunningham, W P & Woodworth-Saigo, B
Environmental Science – A Global Concern William C Brown (1995) (3
rd ed) ISBN 0697158942
Hayward, Geoff Applied Ecology (University of Bath Science 16-19) Nelson Thornes (1992) ISBN 017448187X
Miller, G Tyler Sustaining the Earth: An integrated approach Wadsworth (1994) ISBN 0534214320
Millerchip, D The Food Resources of Man (Cambridge Social Biology Topics) Cambridge University Press (1984) ISBN 0521288916
Nebel, Bernard J & Wright, Richard T
Environmental Science: The Way the World Works Prentice Hall (2001) (4
th ed) ISBN 0130325384
O’Hare, Greg & Sweeney, John The Atmospheric System Oliver & Boyd (1986) ISBN 0050037420
Porteous, Andrew Dictionary of Environmental Science and Technology John Wiley & Sons (1992) ISBN 0471935441
Waugh, David Geography: an integrated approach Nelson Thornes (2000) (3
rd ed) ISBN 017444706X
Witherick, Michael et al Environment and People: an integrated course for A and AS Geography Nelson Thornes (1995) ISBN 0748721207
Woodfield, Judith (editor) Ecosystems and Human Activity Collins Educational (1994) ISBN 0003266443
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
14
MATHEMATICAL REQUIREMENTS
It is assumed that all candidates are able to:
• perform calculations involving addition, subtraction, multiplication and division of numbers;
• take account of accuracy in numerical work and handle calculations so that significant figures are neither lost unnecessarily nor carried out beyond what is justified;
• make approximate evaluations of numerical expressions (e.g. π2 = 10) and use such
approximations to check the magnitude of machine calculations;
• express fractions as percentages and vice versa;
• recognise and use expressions in decimal and standard form notation;
• use tables or calculators to evaluate powers, roots, reciprocals, arithmetic means;
• substitute physical quantities into equations using consistent units;
• change the subject of an equation;
• solve simple algebraic equations;
• formulate simple algebraic equations as mathematical models of physical situations;
• recognise and use the forms of expressions such as ab, a/b, xn , x
-n;
• comprehend the meanings of, and use the symbols/notations: <, >, =, /,α ;
• calculate areas of right-angled and isosceles triangles, circumferences and areas of circles and volumes of rectangular blocks and cylinders;
• test a relationship for direct proportionality graphically and numerically;
• select appropriate variables and scales for plotting a graph, especially to obtain a linear graph of the form y = mx + c;
• determine and interpret the slope and intercept of a linear graph;
• choose by inspection a straight line that will serve as the 'least bad' linear model for a set of data presented graphically: use of scatter graphs and lines of best fit;
• understand and use the area below a curve where this has physical significance.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
15
GLOSSARY OF TERMS
It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to candidates as a guide (i.e. it is neither exhaustive nor definitive). The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Candidates should appreciate that the meaning of a term must depend in part on its context.
1 Define (the term(s)...) is intended literally, only a formal statement or equivalent paraphrase being required.
2 What is meant by (the term(s)...) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value.
3 State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can readily be obtained 'by inspection').
4 List requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified, this should not be exceeded.
5 Explain may imply reasoning or some reference to theory, depending on the context.
6 Describe requires the candidate to state in words (using diagrams where appropriate) the main points of the topic. It is often used with reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the answer should include reference to (visual) observations associated with the phenomena.
In other contexts, describe should be interpreted more generally (i.e. the candidate has greater discretion about the nature and the organisation of the material to be included in the answer). Describe and explain may be coupled, as may state and explain.
7 Discuss requires the candidate to give a critical account of the points involved in the topic.
8 Outline implies brevity (i.e. restricting the answer to giving essentials).
9 Predict or deduce implies that the candidate is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question.
10 Suggest is used in two main contexts (i.e. either to imply that there is no unique answer (e.g. in chemistry, two or more substances may satisfy the given conditions describing an 'unknown'), or to imply that candidates are expected to apply their general knowledge to a 'novel' situation, one that may be formally 'not in the syllabus').
11 Find is a general term that may variously be interpreted as calculate, measure, determine etc.
12 Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved.
13 Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument (e.g. length, using a rule, or mass, using a balance).
14 Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula (e.g. relative molecular mass).
15 Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question.
16 Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but candidates should be aware that, depending on the context, some quantitative aspects may be looked for (e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value).
In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care should be taken over proportions and the clear exposition of important details.
ENVIRONMENTAL MANAGEMENT AS LEVEL 2008
16
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8
E
NV
IRO
NM
EN
TA
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AG
EM
EN
T
Ind
ivid
ual C
an
did
ate
Reco
rd C
ard
GC
E A
S L
EV
EL
Ple
ase r
ead
th
e in
str
ucti
on
s p
rin
ted
overl
eaf
an
d t
he G
en
era
l C
ou
rsew
ork
Reg
ula
tio
ns b
efo
re c
om
ple
tin
g t
his
fo
rm.
Ce
ntr
e N
um
be
r
Ce
ntr
e N
am
e
Ju
ne
/No
ve
mb
er
2
0
0
8
Ca
nd
ida
te N
um
be
r
C
an
did
ate
Na
me
Te
ach
ing
Gro
up
/Se
t
Tit
le o
f R
esearc
h R
ep
ort
Assessm
ent S
kill
M
ark
Gain
ed
Com
ment
(a
) (1
)
(b
) (2
)
C1
Researc
h a
nd P
lannin
g
(tota
l 6)
(c)
(2)
(d
) (1
)
C1 T
ota
l M
ark
(a
) (2
)
C2
Data
Colle
ction a
nd
(b)
(2)
Pre
senta
tion
(tota
l 9)
(c)
(2)
(d
) (2
)
(e
) (1
)
C2 T
ota
l M
ark
(a
) (2
)
C3
Conclu
sio
ns a
nd
(b)
(2)
E
valu
ation
(tota
l 5)
(c)
(1)
C
3 T
ota
l M
ark
Tota
l M
ark
(m
ax 2
0)
M
ark
s t
o b
e t
ransfe
rred t
o t
he C
ours
ew
ork
Assessm
ent
Sum
mary
Form
Am
ount
of
scalin
g
if r
ele
vant
In
tern
ally
M
odera
ted M
ark
(m
ax 4
0)
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INS
TR
UC
TIO
NS
FO
R C
OM
PL
ET
ING
IN
DIV
IDU
AL
CA
ND
IDA
TE
RE
CO
RD
CA
RD
S
1.
Co
mp
lete
th
e in
form
atio
n a
t th
e h
ea
d o
f th
e f
orm
. 2
. M
ark
th
e C
ou
rse
wo
rk a
ssig
nm
en
t fo
r e
ach
ca
nd
ida
te a
cco
rdin
g t
o t
he
ma
rk s
ch
em
e d
evis
ed
by t
he
Ce
ntr
e f
or
the
Co
urs
ew
ork
un
it.
Th
is
ma
rk s
ch
em
e s
ho
uld
be
de
ve
lop
ed
usin
g t
he
crite
ria
lis
ted
in
th
e S
ylla
bu
s.
3.
En
ter
ma
rks a
nd
to
tal m
ark
s in
th
e a
pp
rop
ria
te s
pa
ce
s.
Co
mp
lete
an
y o
the
r se
ctio
ns o
f th
e f
orm
re
qu
ire
d.
4.
En
su
re t
ha
t th
e a
dd
itio
n o
f m
ark
s is in
de
pe
nd
en
tly c
he
cke
d.
5.
It i
s e
ss
en
tia
l th
at
the
ma
rks
of
ca
nd
ida
tes
fro
m d
iffe
ren
t te
ac
hin
g g
rou
ps
wit
hin
ea
ch
Ce
ntr
e a
re m
od
era
ted
in
tern
all
y.
Th
is
me
an
s t
ha
t th
e m
ark
s a
wa
rde
d t
o a
ll ca
nd
ida
tes w
ith
in a
Ce
ntr
e m
ust
be
bro
ug
ht
to a
co
mm
on
sta
nd
ard
by t
he
te
ach
er
resp
on
sib
le f
or
co
-ord
ina
tin
g t
he
in
tern
al
asse
ssm
en
t (i.e
. th
e i
nte
rna
l m
od
era
tor)
an
d a
sin
gle
va
lid a
nd
re
liab
le s
et
of
ma
rks s
ho
uld
be
pro
du
ce
d w
hic
h
refle
cts
th
e r
ela
tive
att
ain
me
nt
of
all
the
ca
nd
ida
tes i
n t
he
Co
urs
ew
ork
co
mp
on
en
t a
t th
e C
en
tre
. T
he
ou
tco
me
of
inte
rna
l m
od
era
tio
n,
in
term
s o
f th
e n
um
be
r o
f m
ark
s a
dd
ed
to
or
su
btr
acte
d f
rom
th
e i
nitia
l to
tal, m
ust
be
cle
arly w
ritt
en
in
th
e b
ox m
ark
ed
‘A
mo
un
t of
sca
ling
if
rele
va
nt’.
If
no
sca
ling
is n
ece
ssa
ry,
ple
ase
in
dic
ate
by w
ritin
g a
ze
ro in
th
is b
ox.
6.
Tra
nsfe
r th
e m
ark
s t
o t
he
Co
urs
ew
ork
Asse
ssm
en
t S
um
ma
ry F
orm
in
acco
rda
nce
with
th
e in
str
uctio
ns g
ive
n o
n t
ha
t d
ocu
me
nt.
7
. R
eta
in a
ll In
div
idu
al
Ca
nd
ida
te R
eco
rd C
ard
s a
nd
C
ou
rse
wo
rk w
hic
h w
ill
be
re
qu
ire
d fo
r e
xte
rna
l m
od
era
tio
n.
F
urt
he
r d
eta
iled
in
str
uctio
ns a
bo
ut
exte
rna
l m
od
era
tio
n w
ill b
e s
en
t in
la
te M
arc
h o
f th
e y
ea
r o
f th
e J
un
e e
xa
min
atio
n a
nd
ea
rly O
cto
be
r o
f th
e y
ea
r o
f th
e
No
ve
mb
er
exa
min
atio
n.
Se
e a
lso
th
e in
str
uctio
ns o
n t
he
Co
urs
ew
ork
Asse
ssm
en
t S
um
ma
ry F
orm
.
82
91
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8
EN
VIR
ON
ME
NT
AL
MA
NA
GE
ME
NT
C
ou
rsew
ork
Assessm
en
t S
um
mary
Fo
rm
GC
E A
S L
EV
EL
P
lease r
ead
th
e in
str
ucti
on
s p
rin
ted
overl
eaf
an
d t
he G
en
era
l C
ou
rsew
ork
Reg
ula
tio
ns b
efo
re c
om
ple
tin
g t
his
fo
rm.
Centr
e N
um
ber
C
entr
e N
am
e
June/N
ovem
ber
2
00
8
Ca
nd
ida
te
Nu
mb
er
Ca
nd
ida
te N
am
e
Te
ach
ing
G
rou
p/S
et
C1
Re
se
arc
h a
nd
P
lan
nin
g
(to
tal 6
)
C2
Da
ta C
olle
ctio
n
an
d P
rese
nta
tio
n
(to
tal 9
)
C3
Co
nclu
sio
ns a
nd
E
va
lua
tio
n
(to
tal 5
)
To
tal M
ark
(m
ax 2
0)
Inte
rna
lly
Mo
de
rate
d M
ark
(ma
x 4
0)
Nam
e o
f te
acher
com
ple
ting this
form
Sig
natu
re
Date
Nam
e o
f in
tern
al m
odera
tor
S
ignatu
re
Date
82
91
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8
A
INS
TR
UC
TIO
NS
FO
R C
OM
PL
ET
ING
CO
UR
SE
WO
RK
AS
SE
SS
ME
NT
SU
MM
AR
Y F
OR
MS
1
Com
ple
te the info
rmation a
t th
e h
ead o
f th
e form
.
2
Lis
t th
e c
andid
ate
s i
n a
n o
rder
that
will
allo
w e
ase o
f tr
ansfe
r of
info
rmation t
o a
com
pute
r-printe
d C
ours
ew
ork
mark
sheet
MS
1 a
t a l
ate
r sta
ge (
i.e.
in
candid
ate
index n
um
ber
ord
er,
where
this
is k
now
n;
see ite
m B
.1 b
elo
w).
S
how
the t
eachin
g g
roup o
r set
for
each c
andid
ate
. T
he initia
ls o
f th
e t
eacher
may
be u
sed t
o indic
ate
the g
roup o
r set.
3
Tra
nsfe
r each c
andid
ate
's m
ark
s fro
m h
is o
r her
Indiv
idual C
andid
ate
Record
Card
to this
form
as follo
ws:
(a)
Ente
r th
e m
ark
s initia
lly a
ward
ed for
each o
f skill
s C
1; C
2 a
nd C
3 in the a
ppro
priate
colu
mn (
i.e. befo
re m
odera
tion took p
lace).
(b)
In the c
olu
mn h
eaded T
ota
l M
ark
', ente
r th
e tota
l m
ark
aw
ard
ed b
efo
re inte
rnal m
odera
tion took p
lace.
(c)
In the c
olu
mn h
eaded `
Inte
rnally
Modera
ted M
ark
', ente
r th
e tota
l m
ark
aw
ard
ed after
inte
rnal m
odera
tion took p
lace.
4
Both
the teacher
com
ple
ting the form
and the inte
rnal m
odera
tor
(or
modera
tors
) should
check the form
and c
om
ple
te a
nd s
ign t
he b
ott
om
port
ion.
B
PR
OC
ED
UR
ES
FO
R E
XT
ER
NA
L M
OD
ER
AT
ION
1
Univ
ers
ity o
f C
am
bridge I
nte
rnational
Exam
inations (
CIE
) sends a
com
pute
r-printe
d C
ours
ew
ork
mark
sheet
MS
1 t
o e
ach C
entr
e (
in l
ate
Marc
h f
or
the J
une
exam
ination a
nd i
n e
arly O
cto
ber
for
the N
ovem
ber
exam
ination)
show
ing t
he n
am
es a
nd i
ndex n
um
bers
of
each c
andid
ate
. T
ransfe
r th
e t
ota
l in
tern
ally
m
odera
ted m
ark
for
each c
andid
ate
fro
m the C
ours
ew
ork
Assessm
ent S
um
mary
Form
to the c
om
pute
r-printe
d C
ours
ew
ork
mark
sheet M
S1
.
2
The t
op c
opy o
f th
e c
om
pute
r-printe
d C
ours
ew
ork
mark
sheet
MS
1 m
ust
be d
espatc
hed in t
he s
pecia
lly p
rovid
ed e
nvelo
pe t
o a
rriv
e a
s s
oon a
s p
ossib
le a
t C
IE
but
no late
r th
an 3
0 A
pril fo
r th
e J
une e
xam
ination a
nd 3
1 O
cto
ber
for
the N
ovem
ber
exam
ination.
3
Send s
am
ple
s o
f th
e c
andid
ate
s'
work
covering t
he f
ull
abili
ty r
ange w
ith t
he c
orr
espondin
g I
ndiv
idual
Candid
ate
Record
Card
s,
this
sum
mary
form
and t
he
second c
opy o
f M
S1, to
reach C
IE b
y 3
0 A
pril fo
r th
e J
une e
xam
ination a
nd 3
1 O
cto
ber
for
the N
ovem
ber
exam
ination.
4
Indic
ate
the c
andid
ate
s w
ho a
re in t
he s
am
ple
by m
eans o
f an a
ste
risk (
*) a
gain
st
the c
andid
ate
s' nam
es o
verleaf.
The s
ize o
f th
e c
ours
ew
ork
sam
ple
should
be a
s follo
ws:
num
ber
of candid
ate
s e
nte
red
num
ber
of candid
ate
s in s
am
ple
0-1
0
all
candid
ate
s
11-5
0
10
51-1
00
15
above 1
00
20
5
Where
more
than o
ne t
eacher
is i
nvolv
ed i
n m
ark
ing t
he w
ork
, th
e s
am
ple
must
inclu
de c
andid
ate
s m
ark
ed b
y a
ll te
achers
. C
and
idate
s m
ust
be s
ele
cte
d s
o
that th
e w
hole
range is c
overe
d, w
ith m
ark
s s
paced a
s e
venly
as p
ossib
le fro
m the top m
ark
to the low
est m
ark
.
6
CIE
reserv
es the r
ight to
ask for
furt
her
sam
ple
s o
f C
ours
ew
ork
.
7
Send,
with t
he s
am
ple
work
, in
str
uctions g
iven t
o c
andid
ate
s a
nd info
rmation a
s to h
ow
inte
rnal m
odera
tion w
as c
arr
ied o
ut.
Please read the instructions printed overleaf before completing this form
Name of Centre Centre Number
Candidate Name Candidate Number (if known)
Syllabus Title Syllabus Code
8 2 9 1
If this is a re-submission, please tick here Component Number
0 3 Examination/Assessment Session: June November
Title of Proposal
Details of Proposal (see over)
Date
For CIE use only:
APPROVED
APPROVED WITH PROVISO (see comments)
NOT APPROVED
More information required
Approval not required; please see comments
Comments:
Adviser’s Initials Date
OUTLINE PROPOSAL FORMfor GCE AS Level Examinations
INSTRUCTIONS FOR COMPLETION OF THIS FORM 1 Use a ball point pen or type information in the spaces provided. 2 One form should be used for each candidate (except in certain cases where only
one form for the subject is required). If extra space is required to complete the outline proposal a second OPF Form should be used. Under no circumstances should separate sheets of paper be attached.
3 Please ensure that the appropriate boxes at the top of the forms are completed.
If this portion is not correctly completed, it will be necessary to return the form. 4 The outline should normally include:
(i) the title or aim of the piece of work; (ii) the methods to be used to collect and analyse information and data
and, where possible and appropriate, a brief list of sources; (iii) a bibliography (in appropriate syllabuses only); (iv) Art and Design: Historical and Critical should also contain other
sources and contacts, such as Interview, Galleries, visit etc; (v) Art and Design: should also contain sources for first hand study, other
sources and contacts. Any teacher’s comment should be clearly identifiable in the details or proposal box;
(vi) Design and Technology: an indication of the anticipated project outcome, solution or artefact.
5 The complete form must be despatched before the candidate starts the work.
The top copy will be returned with the adviser’s comments and should be included in the completed study after the title page.
6 Please complete the form according to the guidelines given for specific
syllabuses and send to Cambridge International Examinations, 1 Hills Road, Cambridge, CB1 2EU, United Kingdom. It should be noted that this form is optional for some subjects and compulsory for others. All three parts should be sent. The top white copy will be returned, the second yellow copy will be retained by Cambridge International Examinations and the third pink copy will be retained by the adviser.
7 Proposals which are being re-submitted must be accompanied by the original
proposal; those candidates adjusting their proposal in line with the adviser’s comment need not resubmit.
8 Centres should expect an acknowledgement within 20 days of posting. If this is
not received please telephone Cambridge International Examinations Customer Services on 01223 553553
