1. The diagram below shows the carbon cycle.

K ey
R e la tiv e flo w s o f c a rb o n (C ) p e r y e a r
c a rb o n d io x id e (C O 2 ) in a tm o s p h e re

C in s te m s ,
ro o ts a n d m e d iu m
le a v e s o f
p la n ts a n im a ls lo w
d e a th ,
d e a th e x c re tio n

la n d
C in
d e tritu s C in a n im a ls w a te r
C O 2 in w a te r
(m a in ly a s h y d ro g e n
c a rb o n a te , H C O 3 - )
d e tritiv o r e s
d e c o m p o se rs
C in a lg a e
C in h u m u s d e tritiv o re s a n d
d e co m p o sers d e a th , e x c re tio n
d e a th

fo s s il fu e ls (o il, c o a l, n a tu r a l g a s , p e a t a n d o il s h a le ) C in d e tritu s

(a) Describe and explain the processes by which carbon is added to, and lost
from, the atmospheric storage. State examples of the organisms involved
in the processes.
(8)

(b) Human activities have changed the balance of carbon dioxide. How has
this balance changed and what activities have altered it?
(4)

(c) Suggest the effects these changes might have on the biosphere.
(5)
Expression of ideas (3)
(Total 20 marks)

1
2. The graph below shows net primary productivity (NPP) of eight major biomes.

2500
y r–1
–2

2000
N e t p rim a ry p ro d u c tiv ity / g m

1500

1000

500

0
T ro p ic a l D e c id u o u s T ro p ic a l C o n ife ro u s A g ric u ltu ra l T e m p e ra te T u n d ra D e s e rts
ra in fo re s ts fo re s ts g ra s s la n d s fo re s ts la n d g ra s s la n d s

B io m e s

[D Waugh, Geography An Integrated Approach, (Nelson Thornes Ltd., 2000) p. 304.

Reproduced by permission of Nelson Thornes Ltd.]

(a) (i) Compare, and give reasons for, the differences in net primary
productivity between any two biomes named in the graph.
(4)

(ii) State two of the main factors which influence productivity.

(2)

(b) Explain, with the aid of a diagram, the transfers and transformations of
energy as it flows through an ecosystem.
(7)

(c) Compare the structure and distribution of tropical rainforests and tundra.
(4)
Expression of ideas (3)
(Total 20 marks)

3. (a) Distinguish between the terms succession and zonation, giving a detailed
example of one of these.
(6)

2
 (b) Explain how the gross and net productivities, nutrient cycling and the
diversity of an ecosystem change as it passes through the different stages
of succession.
(11)
Expression of ideas (3)
(Total 20 marks)

4. (a) Explain what is meant by the terms ecological succession, pioneer

community and climax community.
(6)

(b) For a named ecosystem, describe how the abundance of the different
species of organisms present changes during the various stages of
succession.
(5)

(c) Describe and explain how gross primary productivity changes during the
stages of succession.
(6)
Expression of ideas (3)
(Total 20 marks)

5. A study was carried out on two kinds of single-celled phytoplankton

(Chaetoceros and Phaeocystis) which are both commonly found in an Antarctic
marine ecosystem. Populations of each were divided into two groups, one
group receiving full sunlight, and one receiving sunlight through a filter that
blocked out ultraviolet B (UVB) radiation. The population growth of each group
was measured in cell divisions per day. The results of the study are shown in
the graph below.

C e ll d iv is io n s
per day W ith n o filte r
0 .3
0 .2 7 W ith U V B filte r
0 .2 2

0 .1 2

C h a e to c e ro s P h a e o c y s tis

3
[Source of data: R C Smith et al. (1992), Science, AAAS]

4
 (a) Using calculations where appropriate, outline the conclusions that can be
drawn from these data regarding the growth rate and relative impact of
UVB on these two kinds of phytoplankton.
(5)

(b) With reference to the data, describe the possible impacts of ozone
depletion on the Antarctic marine ecosystem, and the significance of these
impacts for the wider environment.
(7)

(c) Evaluate the success and limitations of international agreements in

reducing the phenomenon of ozone depletion.
(5)
Expression of ideas (3)
(Total 20 marks)

6. Scientists estimate that current rates of species extinction could be as high as

137 species a day.

(a) Describe and evaluate one way in which this rate of extinction may have
been calculated.
(5)

(b) Explain why some species are more susceptible to extinction than others.
Support your answer with named examples.
(6)

(c) A proposed solution to loss of biodiversity is the creation of protected

areas. For a named protected area, explain how it is designed to preserve
species diversity and evaluate its success.
(6)

Expression of ideas
(3)
(Total 20 marks)

5
7. (a) Explain how a named organism can be used as an indirect measure of
pollution levels within the environment.
(4)

(b) Describe the main stages in an environmental impact assessment (EIA).

(7)

(c) Justify the importance of ecological monitoring and research for society.
(6)
Expression of ideas (3)
(Total 20 marks)

(c) A proposed solution to loss of biodiversity is the creation of protected areas. For a named
protected area, explain how it is designed to preserve species diversity and evaluate its success.
(6)

Expression of ideas
(3)
(Total 20 marks)

8. “… because of human activities, habitats are disappearing faster than they can
be studied, and simple stock-taking of threatened habitats is now an urgent
task. It isn’t rational to use a treasure-chest for firewood until you’ve checked
inside for treasure, yet this is what is happening to the Earth’s largely
uncatalogued biological treasure-houses. Foremost among these are the
tropical rainforests.” (Silvertown 1990)

(a) Outline the relative importance of tropical rainforests in contributing to

global biodiversity, and explain why they have developed such high rates
of biodiversity.
(4)

(b) With reference to a named area of biological significance you have

studied, explain how it has been or is being degraded by “human
activities”.
(8)

(c) Silvertown describes biodiversity as “treasure”. Discuss the ways in which

biodiversity can be seen as a valuable resource to people.
(5)
Expression of ideas (3)
(Total 20 marks)

6
7
9. (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)

10. (a) Compare two different food production systems. Your answer should be
based on named examples. Consider resource inputs, resource outputs
and technology.
(6)

(b) Outline the impact of the two systems identified in (a) on the surrounding
environment.
(5)

(c) (i) Suggest reasons why human food resource needs will change over
the next 100 years and how this change may be achieved.
(4)

(ii) Outline what impact a changing demand for food resources may
have on the environment.
(2)
Expression of ideas (3)
(Total 20 marks)

8
11. Map of Chesapeake Bay showing areas of low and no oxygen content in
estuary waters.

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

Chesapeake Bay is the largest estuary in the United States. Human population
in the area grew from 3.7 million in 1940 to 15 million in 1995. Levels of
phosphates and nitrates have risen considerably in Chesapeake Bay over the
last four decades. Studies show that point sources contribute about 60 % of the
phosphates and non-point sources contribute about 60 % of the nitrates.
Commercial harvests of oysters, crabs and several important fish have fallen
sharply since 1960. As a result of cleanup programs, between 1985 and 1992
phosphate levels declined by 16 % and nitrate levels by 7 %. These decreases
led to a 75 % increase in submerged vegetation during the same time period.

(a) Describe the process which causes the presence of anoxic areas (no
oxygen) and low oxygen areas in Chesapeake Bay. Include references to
positive feedback in your answer.
(6)

9
 (b) Evaluate the impacts of the process given in (a) on the aquatic
environment of Chesapeake Bay.
(5)

(c) Describe the types of action that could have led to the improvements in
water quality described above in recent years. Your response should
include actions from all three levels of the pollution management model.
(6)
Expression of ideas (3)
(Total 20 marks)

12. “...loss of biological diversity around the world, from a multitude of causes, is
correlated with decreasing productivity, increasing fragility in systems and
increasing exposure of farming families to uncertainty, poverty and hunger.
Reversing these trends will require a huge effort to understand the ecological,
economic and social problems, while at the same time educating people from all
walks of life – producer, consumer, scientist, policy maker and farmer.”
[Food and Agriculture Organization (FAO)].

(a) With reference to examples of specific ecosystems you have studied,

outline the factors which can lead to a loss in biodiversity.
(6)

(b) Describe and explain the relationship between biodiversity and “increasing
fragility” in ecosystems.
(5)

(c) Evaluate the importance of educating “people from all walks of life” in
reversing the loss of biodiversity.
(7)
Expression of ideas (2)
(Total 20 marks)

10
13. “...there is constant interchange of … various kinds within each system, not only
between the organisms but between the organic and inorganic. These
ecosystems, as we may call them, are of ... various kinds and sizes.” Tansley
(1935)

(a) Compare the characteristics of ecosystems and social systems.

(5)

(b) Describe how populations of individual species interact within an

ecosystem, using named examples to support your answer.
(6)

(c) Explain the relationship between climate and net primary productivity in
two contrasting biomes you have studied.
(7)
Expression of ideas (2)
(Total 20 marks)

(Total 20 marks)

14. (a) Describe the typical features of a climax community.

(4)

(b) With reference to a named ecosystem describe the natural and human
threats it faces and discuss the consequences for its future equilibrium.
(10)

(c) Explain, with the aid of an example, the role of feedback mechanisms in
the regulation of ecosystem equilibrium.
(4)
Expression of ideas (2)
(Total 20 marks)

11
15.

“Lake pollution and eutrophication are problems affecting all countries.

Domestic sewage and industrial effluents mainly cause pollution, but non-
point pollution from surrounding land areas and inappropriate fishing practices
are increasingly significant contributing factors at present”.

[Source: UNEP, Division of Technology, Industry and Economics, 2005]

(a) Describe the concept of eutrophication and the role played by sewage,
agricultural run-off and fisheries in the development of eutrophication in a
freshwater environment.
(6)

(b) Evaluate methods of controlling eutrophication in a freshwater lake. In

your answer you should address sewage and industrial waste, non-point
source agricultural inputs and inappropriate fish management.
(6)

(c) Compare the efficiency of terrestrial and aquatic food production systems.
(6)
Expression of ideas (2)
(Total 20 marks)

12
13
16. (a) Distinguish clearly between succession and zonation using named
examples and diagrams.
(6)

(b) Compare and contrast the production : respiration ratios of a food

production system you have studied and a natural ecosystem with a
climax community.
(6)

(c) Discuss the characteristics of an ecosystem that would allow it to support

high biodiversity and explain what the threats are to this ecosystem.
(6)
Expression of ideas (2)
(Total 20 marks)

17. (a) Describe the role of soil in the transfer and transformation of water and
nitrogen within an ecosystem.
(5)

(b) Compare soil management strategies in a named commercial farming

system with those in a named subsistence farming system.
(8)

(c) Discuss how viewing soils as systems can help farmers to understand and
reduce the causes of soil degradation.
(5)
Expression of ideas (2)
(Total 20 marks)

18. (a) Discuss how gross productivity, net productivity and diversity will change
over time as a habitat goes through succession. Illustrate your answer with
a named case study.
(5)

(b) Explain the present distribution of desert and tundra and discuss the
factors controlling their relative productivity.
(6)

(c) Outline the components of an Environmental Impact Assessment (EIA)

and justify your personal viewpoint on the value of EIAs in the
environmental decision making process.
Refer to a specific EIA in your answer.
(7)
Expression of ideas (2)
(Total 20 marks)

14
15
19. (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)

20. Some people believe that population control should be given equal weight to
resource use in environmental management.

(a) Discuss, with reference to the statement above, the relationships which
exist between human population growth, resource consumption and
carrying capacity.
(5)

(b) Describe and compare the role of density-dependent and density-

independent factors in the regulation of animal populations.
(4)

(c) Explain why an understanding of equilibrium is important for the

successful management of ecosystems. In your answer you should refer
to examples of ecosystems where this equilibrium has been upset by
human activities.
(9)
Expression of ideas (2)
(Total 20 marks)

16
21. (a) Distinguish between pyramids of numbers and pyramids of biomass, and
outline two consequences of pyramid structure in ecosystems.
(4)

(b) Evaluate the advantages and disadvantages to ecosystems and societies

of banning the pesticide DDT.
(6)

(c) With reference to examples other than pesticide use, describe the ways in
which farmers can improve the productivity of their soil, and discuss how
the strategies adopted may differ between technocentric and ecocentric
farmers.
(8)
Expression of ideas (2)
(Total 20 marks)

17