EXERCISE Chapter 1

1. The figure below contains an ancient Chinese proverb.

Proverb
If you are thinking a year ahead, sow
seed
If you are thinking ten years ahead,
plant a tree
If you are thinking a hundred years
ahead, educate the people
Chinese poet Kuan Tzu 500 BC
(a) The poet Kuan Tzu could be seen as an ecocentrist or a technocentrist. Justify
whether you think his views are ecocentric or technocentric.
(4)
(b) Outline four factors which may affect someone’s environmental philosophy.
(4)

2. (a) Identify four characteristics of ecosystems that contribute to their resilience. [4]
(b) Explain how positive feedback mechanisms may influence the equilibrium of an aquatic
ecosystem during the process of eutrophication. [7]
(c) Pollution management strategies may be aimed at either preventing the production of
pollutants or limiting their release into ecosystems. With reference to either acid deposition
or eutrophication, evaluate the relative efficiency of these two approaches to management. [9]

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 1. (a) This can be argued either way, although it is more probable that
Kuan Tzu was an ecocentrist. Give credit for strong justification.
Ecocentrist because
the proverb seems to be advising taking a long-term view;
clearly advocates education and ecocentrism stresses importance
of self-reliant communities;
through education people will arguably learn to value the
environment and use resources sustainably;
refers to “the people” and this perhaps suggests a lack of faith
in elites/authorities;
or technocentrist because
education will help lead to technological development;
through technology we will find longer term solutions to
environmental problems;
we need to understand natural processes in order to control them;
faith in the ability of people to overcome obstacles; 4
(b) education – level and type will affect environmental awareness;
economic conditions – will shape views towards environment
e.g. short-term or long-term view;
political context – will affect e.g. how groups in society are
organized/treated;
cultural views – will affect predominant attitudes to the
environment;
religious view – holy texts/doctrine may dictate relationship
between people and creation/nature; 4 max

(a) Identify four characteristics of ecosystems that contribute to their resilience. [4]
biodiversity (genetic/species/habitat diversity);
diversity/complexity of interactions/linkages between components/developed food
webs/nutrient cycling/establishment of keystone species;
size of storages/population sizes / abundance of resources;
presence of negative feedback mechanisms;
position of tipping points/thresholds of change;
maturity/later stage of succession/climax community;
balance of inputs and outputs / steady state equilibrium;
Award [1] for each correct characteristic identified, up to [4 max].
Do not accept responses that simply state “storages” or “tipping points”, all systems
have these. It is the size or position of the storage or tipping point respectively that
determines its resilience. Simply stating “biodiversity”, however, is acceptable
because it is inherently quantitative.
Do not accept responses referring to low human interference, etc. Reduced
disturbance may lead to more stable ecosystems, but it does not influence their
resilience as such (ie their inherent ability to resist disturbance).
(b) Explain how positive feedback mechanisms may influence the equilibrium of an
aquatic ecosystem during the process of eutrophication. [7]
in eutrophication, positive feedback amplifies changes in the system and drives it
toward a tipping point;
…when a new equilibrium is adopted with low diversity/loss of species/dominance of
algae;
Award [5 max] for marking points given above (including each of those in a box on
the diagram) or up to [7 max] if the processes identified complete a genuine loop of
positive feedback ie where a given change promotes further change of same
process.
(c) Pollution management strategies may be aimed at either preventing the production
of pollutants or limiting their release into ecosystems.
With reference to either acid deposition or eutrophication, evaluate the relative
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efficiency of these two approaches to management. [9]
The following guide for using the markbands suggests certain features that may be
offered in responses. The five headings coincide with the criteria given in each of
the markbands (although “ESS terminology” has been conflated with “Understanding
concepts”). This guide simply provides some possible inclusions and should not be
seen as requisite or comprehensive. It outlines the kind of elements to look for
when deciding on the appropriate markband and the specific mark within that band.
Answers may include:
For Eutrophication:
understanding concepts and terminology of eutrophication, distinction
between prevention and limiting management strategies, inorganic nutrients,
phosphate-free detergents, organic vs inorganic fertilizers, organic farming,
domestic and agricultural waste, sewage treatment, N/P stripping, buffer zones,
point vs non-point sources, etc
breadth in addressing and linking a range of strategies with their effectiveness
in reducing impacts of pollutants, from different sources, on different ecosystems,
and their relevance and validity for different societies, etc
examples of prevention strategies (changing human activity) eg alternative
fertilisers, P-free detergents, and limiting strategies eg N/P stripping phase in
water treatment, use of buffer zones, in named case studies/societies, etc
balanced analysis of the relative efficiency of the two approaches in reducing
impacts on ecosystems; meeting needs of societies, cost and ease of application,
etc
a conclusion that is consistent with, and supported by, analysis and
examples given eg generally, prevention strategies are more efficient because
they are directed at the root of the problem, but limiting strategies may be seen
as more appropriate from an anthropocentric/technocentric perspective as they
will be of less hindrance to productivity
For Acid Deposition:
understanding concepts and terminology of acid deposition, distinction
between prevention and limiting management strategies, NOx and SOx,
atmospheric emissions, fossil fuels, biodiesel, alternative energy, cement/pulp
and paper industries, etc
breadth in addressing and linking a range of strategies with their effectiveness
in reducing impacts of pollutants, from different sources, on different ecosystems,
and their relevance & validity for different societies, etc
examples of prevention strategies (changing human activity) eg using alternative
energy sources, eg solar, hydro, wind, etc, energy saving technology, transport
bans/public transport, paper recycling, and limiting strategies eg scrubbers,
catalytic converters, etc
balanced analysis of the relative efficiency of the two approaches in reducing
impacts on ecosystems, meeting needs of societies, cost and ease of application,
etc
a conclusion that is consistent with, and supported by analysis and
examples given eg “Generally, prevention strategies are more efficient because
reducing the use of fossil fuels will simultaneously resolve many other
environmental impacts of using this resource which ultimately will become
unavailable.”
If response addresses both acid rain and eutrophication, only award marks for the
higher scoring topic.

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Section B, part (c) markbands

Marks Level descriptor

0
The response does not reach a standard described by the descriptors below and is not
relevant to the question.
1–3
The response contains:
minimal evidence of knowledge and understanding of ESS issues or concepts
fragmented knowledge statements poorly linked to the context of the question
some appropriate use of ESS terminology
no examples where required, or examples with insufficient explanation/relevance
superficial analysis that amounts to no more than a list of facts/ideas
judgments/conclusions that are vague or not supported by evidence/argument.
4–6
The response contains:
some evidence of sound knowledge and understanding of ESS issues and concepts
knowledge statements effectively linked to the context of the question
largely appropriate use of ESS terminology
some use of relevant examples where required, but with limited explanation
clear analysis that shows a degree of balance
some clear judgments/conclusions, supported by limited evidence/arguments.
7–9
The response contains:
substantial evidence of sound knowledge and understanding of ESS issues and concepts
a wide breadth of knowledge statements effectively linked with each other, and to the
context of the question
consistently appropriate and precise use of ESS terminology
effective use of pertinent, well-explained examples, where required, showing some
originality
thorough, well-balanced, insightful analysis
explicit judgments/conclusions that are well-supported by evidence/arguments and that
include some critical reflection.