CAMBRIDGE INTERNATIONAL AS LEVEL ENVIRONMENTAL MANAGEMENT: TEACHER’S RESOURCE

Case study answers

Case study 1: Sustainability: the conflict between
palm oil and orangutan habitats
Case study questions
1 Possible answers: to maintain biodiversity; because orangutans form part of the food web; ecosystem
stability; orangutans providing a dispersal service by distributing seeds; ensuring ongoing renewal of
the forest; any other valid point.
2 The Roundtable on Sustainable Palm Oil (RSPO) puts standards and best practice guidelines in
place for growers to ensure that farmers are optimising their output while minimising the damage
to the natural forest areas. It is working towards a sustainable market to ensure growers’ efforts are
recognised as a sustainable source globally, increasing awareness of the need to protect the forests while
still benefiting from palm oil.
3 a 62.9 million tonnes × 85% = 53.5 million tonnes (learners must include units)
b 62.9 million tonnes × 75% = 47.2 million tonnes (learners must include units)
4 Learners’ answers will vary, but a model answer could be:
We need to ensure that 100% of the palm oil used in the UK is from sustainable sources that don’t
harm nature or people.
Producers need to adhere to robust standards for responsible production while purchasers must
credibly trace the palm oil they use to responsible sources.
Governments and financial institutions play a crucial role in creating an environment where illegal and
irresponsibly produced palm oil production and consumption are no longer tolerated, while consumers
and NGOs must keep businesses and governments accountable.
As consumers, we can ensure the products we buy only contain RSPO certified palm oil. It’s better
to use your voice and consumer choice to advocate for sustainable palm oil rather than boycott it
completely.

Case study project: The Sabah rainforests

Conservation zones: examples may include the Maliau Basin, Danum Valley Conservation Area,
Deramakot Forest Reserve, Klias Forest Reserve, Kabili-Sepilok Forest Reserve.
Dates of establishment will depend on the reserve being researched.
The species present can include plants, birds, mammals, reptiles, etc. They are most likely to include species
that are easy to identify and species that are listed as endangered.
The area covered, number of tourists and threats to the reserve from palm-oil development all depend on
the reserve being researched.
Learners should produce a pamphlet that uses interesting images such as photographs and graphs, and
develop an argument that creates a sense of urgency around the conservation of these shrinking rainforests.

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Case study 2: Evaluating the management of

invasive species: the American bullfrog
Case study questions
1 Lack of rainfall resulted in ponds drying up (much like hydroperiod modification); lack of habitat
resulted in the death of individuals and the inability to breed. In addition, there was treatment of
the ponds that resulted in a decrease in the number of bullfrogs.
2 Learners must use data to support their answers. Red-legged frog numbers peaked in 2013 at
approximately 58% of the ponds occupied. The numbers then decreased to approximately 40%
of the ponds occupied by early 2014. By the end of 2015, the numbers had increased back up to
approximately 48% occupancy.
3 a Percentage effectiveness in clearing
ponds of bull frogs
120
Effectiveness of treatment / %

100

80

60

40

20

0
1 2 3
Number of treatments
b Effective control of the bullfrog population requires three treatments, a combination of the removal
of both juvenile and adult individuals and the draining of the ponds (hydroperiod treatment).
4 Hydroperiod modifications were only undertaken on ponds once the red-legged frog tadpoles had
become adult frogs.
5 The red-legged frog is already threatened by the bullfrog. As an indigenous species, protecting its
numbers is important.
6 Insufficient data; sample size too small; a longer period of data collection is required to determine how
long it took bullfrogs to return to ponds that were considered clear.

Case study project: American bullfrog poster

Posters should represent the following:
How the American bullfrog spread to the west coast of the USA: Intentionally introduced to the west coast
as a food source and for biological control of insects. It may have been accidentally introduced into some
areas when bringing in fish stocks.
How the American bullfrog is impacting biodiversity: The American bullfrog is decreasing biodiversity
through outcompeting other species and disrupting food webs and chains.
Other methods of controlling the American bullfrog numbers: Trapping, shooting, hand spearing,
electroshocking.
Conclusion: Controlling the number of bullfrogs is unlikely to be successful. They are spreading easily
(bullfrog eggs can be spread from one body of water to another even on a bird’s feathers). They are not
controlled in remote areas, so continue to spread. Rivers can spread them. Any other valid point can be
made about the way that they are either spread or not controlled.

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Case study 3: Native species nature reserve:

habitat restoration and creation
Case study questions
1 South-facing slopes in the northern hemisphere receive greater amounts of sunlight. This can increase
the biodiversity on the slope as plants are able to photosynthesise more efficiently. South-facing slopes
can support different species from north-facing slopes, further increasing biodiversity.
2 A control plot is good practice in scientific method. The control plot can be used to determine if the
actions taken in the restoration process are resulting in significant improvement in the ecosystem, or if
the process would have happened naturally. The control plot can be used as a comparison to determine
the success of the restoration processes that are implemented.
3 The new pond being populated by an amphibian indicates that the habitat is healthy and stable.
It also shows that the habitat has been correctly designed and built to attract local species.
4 This task reflects both comprehension and mathematical ability.
a The increase in the number of bird species between 2017 and 2021.
17 − 15 = 2
​​(__
​  2  ​)​​× 100 = 13% (% must be included rather than units. Learners must show that they have
15
converted to a percentage.)
b The increase in the number of plant species in the meadow from before the restoration process
started to the last species count.
64 − 24 = 40
​​(__
​  40 ​)​​× 100 = 166.7%
24
5 Learners are expected to draw their own conclusions. Conclusions should be positive as there has been
an increase in all the species measured. Learners should use data and information from the article to
support their viewpoints.

Case study project: Chester Zoo brochure

Examples of the types of brochures learners can produce can be found using the following search terms:
Chester Zoo; Chester Zoo pamphlet; creating a brochure; Chester Zoo maps.

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Case study 4: Deforestation in the

Amazon rainforest
Case study questions
1 Deforestation means the cutting down or felling of trees in a forested area.
2 Indigenous people rely on the rainforest for their resources. Protecting indigenous people enables them
to protect the forest, because it is essential for their survival.
3 One from: biosphere reserve; nature reserve; total ban on access; selective logging; sustainable
harvesting; any other valid point.
4 a 11 000 − 4571 = 6429 km2
​​(____
​  6429 ​)​​× 100 = 140.65%
4571
b 20 000 − 11 000 = 9000 km2
​​(_____
​  9000  ​)​​× 100 = 45%
20 000
5 Examples might include:
• What will happen if deforestation is not reversed in the Amazon? (Climate change, loss of
biodiversity, soil erosion, loss of livelihoods, desertification of the region, lack of water, etc.)
• What can be done to slow or reverse deforestation in the Amazon if we do not live there?
(Fundraising, awareness, education, sourcing sustainable products.)
• Any question that relates to the causes of deforestation, its impacts and solutions to the problem
are relevant.

Case study project

Posters will depend on the product that the groups select to research. However, they should be colourful
and eye-catching to attract the reader, as well as informative.

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Case study 5: Tourism in Antarctica

Case study questions
1 Tour operators can operate in the region without knowing the rules that apply or the steps that are
taken to protect the Antarctic environment from damage.
2 Learners should write a short article explaining how tourism can have a negative impact on Antarctica.
They are free to develop their argument around ideas including:
• the waste created
• the disruption to wildlife in the region, including harm to animals due to disturbance, noise,
boat engines, etc.
• pollution events (noise, light, hydrocarbons, septic waste)
• the fragility of the ecosystem, discussing how slow the ecosystem is to recover from damage.
3 a USA = 46%; China = 20%; Australia = 12%; Others = 22%.
b Percentage of all tourists visiting Antarctica in 2018–2019 by country

Australia
12%

China 20% USA 46%

Others 22%

c Learners may suggest: wealth; financial ability to afford the trips; better marketing to the
US market; greater access to information on Antarctic tours; more tour operators owned by
US companies.
4 Learners should argue ‘yes’, using ideas such as:
• damage to antarctica takes time to recover from
• exceeding the carrying capacity of tourism can result in significant damage to the region
• tour operators may not have a sound understanding of the impact of tourism on the environment
• tour operators should have to pay for any rules that they break and, where possible, mitigate
their impacts
• tour operators should fall under regulations that can ban their access to the region if they do not
apply the tour operator guidelines
• rapid growth in numbers indicates that money, rather than care for the environment, is the driving
force behind tourism
• tour operators need to know how many tourists they are allowed to take and may have to be
allocated quotas to control the numbers
• tour operators may be from countries that have not signed the Antarctic Treaty and therefore do
not have to apply any rules
• tour operators may not care, and need to have laws to control their behaviour
• the poor behaviour of one tour group in one visit could damage the area for many years to come.

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Case study project: Guidelines for tourism in Antarctica

Ideas may include the following:
Protect Antarctic wildlife:
• Do not disturb wildlife either at sea or on land.
• Do not feed or touch animals or photograph in a way that will disturb them.
• Do not damage plants.
• Keep noise to a minimum.
• Do not bring non-native species to Antarctica.
Respect protected areas:
• Be aware of the locations of protected areas.
• Respect the restrictions that apply to these sites.
• Do not damage, destroy or remove artefacts from historic sites or monuments.
Respect scientific research:
• Obtain permission before visiting Antarctic science stations.
• Do not interfere in any way with scientific equipment, study sites or field camps.
Be safe:
• Know your capabilities and act with safety in mind.
• Keep a safe distance from all wildlife.
• Do not stray from the group.
• Do not walk onto glaciers or large snowfields unless properly trained.
Keep Antarctica pristine:
• Do not litter.
• Do not deface or add graffiti to rocks and buildings.
• Do not remove artefacts as souvenirs. This includes: rocks, bones, fossils and contents of buildings.

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Case study 6: Food security in Uganda:

the role of agroecology
Case study questions
1 Degraded soils lack nutrients, so they cannot support plant growth and the topsoils erode.
Without topsoils, crop growth is limited and crop production fails.
2 Three from:
• lack of money to purchase food
• lack of money to buy seeds to grow food
• lack of money to purchase land to grow food on
• lack of money for medical care to stay healthy and be able to farm and produce food
• lack of money to purchase food for a balanced diet, leading to malnutrition.
3 a ​​(_____
​  7190  ​)​​× 100 = 20.96%
34 302
b ​​  34 302
Iganga: _____ ​​ 21 258
 ​​= 1143.4 people per village; Namayumba: _____  ​​= 885.75 people per village
30 24
c Iganga has the larger average village size.
4 Two from:
• reduces soil depletion, resulting in better crop growth and food production
• varied diet, which increases nutrition and decreases malnutrition
• increased quantity of food produced in a given area, making more food available to each person
• crops that grow in a changing climate, producing food where other crops are failing
• crops that produce food at different times of the year, giving food supply year round
• crops to sell and increase income, supplying money to purchase food products that the farmers
do not grow themselves
• some crops may fail in a dry or a wet year and other crops may survive, increasing the chance of
maintaining an adequate food supply in the household.
5 Descriptions should include the following information:
•  groforestry is defined as agriculture with trees. It is where agriculture interacts with trees,
A
either as a crop, or farming within forests while protecting the forests.
• Farming can occur along the margins of trees, where sufficient light reaches the ground to support
crop growth. Or trees that have products humans can use, such as coffee, cocoa, rubber and palm
oil, can be planted along the forest edges.
• Agroforestry can also refer to a farm that has no trees and starts using trees to diversify its crops,
growing trees and other crops in the same area.

Case study project: A plan for food security in Uganda

Learners should investigate the mix of crops that they are going to include on their farms.
They should consider ideas such as:
• what the problem with the current way of farming is; if crops are failing, learners can say why
they are failing
• which crops grow in that climate (moving away from corn/maize; including upland rice, millet,
sweet potato, cassava)
• when the crops are harvested
• what mix of crops they want to include on their farms
• why they have chosen to change to these crops.

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Case study 7: Peru: cash transfers for sustainable

rainforest living
Case study questions
1 a ​​(________
​  708 674.41 ​)​​× 100 = 73.7%
961 554.22
12 361 242
b ​​ ________ ​​= 145.06 tonnes per hectare
85 212
2 Malnutrition results in a weaker immune system, this causes people to fall ill more easily.
3 Learners may suggest:
• unpredictable rainy season, making it harder to grow crops when rains fail
• extreme temperatures causing crops to dry out and die
• change in the pest and disease outbreaks due to change in weather
• damage to infrastructure with increased flood events
• any valid point that refers to how weather impacts food production and supply.
4 Explanations may include:
• decreased soil fertility as nutrients are leached out of soils
• loss of humus that feeds the soils with nutrients
• soil erosion
• compacting of soils and increased runoff, drying out the soils.
5 Learners may suggest:
• helps to educate the villagers in the management of cash
• helps to ensure that the funding is logically allocated in areas of need
• ensures that the villages are correctly declaring funding and taxes to the government to avoid
legal prosecution
• gives villagers an opportunity to ask questions when they are unsure of how to manage the money.

Case study project: School food-growing project

Ensure that groups are working together to create the garden. Groups can work on their own part of the
project, but the food garden should function as a single overall project.
Give learners the following search terms for finding out more about farming indoors or for schools:
growing vegetables indoors; seed starting ideas using recycled materials; indoor gardening at school;
vegetables you can grow from kitchen scraps; indoor herb gardens.

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Case study 8: Land regeneration in Ethiopia

Case study questions
1 a ​​  113 500 000 ​​ km2 = 103.2 people per km2
Population density: _________
1 100 000
1 000 000
b ​​ _______ ​​= 1 886.79 (or 1887 rounded up) trees per hectare
530
2 Descriptions may include the following:
• Temperature: relatively consistent throughout the year, ranging between 16 and 18 °C during the
year, with the warmest months in March, April and May.
• Precipitation: a distinctive wet and dry season, with the lowest rainfall between October and
February, a slight increase in rainfall between March and May, then higher rainfall from June
through to September. The month with the highest rainfall is August, with over 350 mm.
• There is no distinct relationship between temperature and rainfall, with the highest temperatures
having periods of moderate rainfall, and the lowest temperatures having both the highest and
lowest rainfall periods (August and December).
3 Suggestions may include the following events that can cause a decline in harvest and a threat to
food security:
• decreased rainfall: drying out of crops and drought causing crop failure
• change in frequency: the time of rainfall arriving changes, impacting crops that have been
planted to coincide with rainy season, and potentially causing them to die back
• flash flooding: very heavy infrequent rain causing damage to crops
• temperature increases: causing wilting and damage to crops.
4 Explanations may include:
• Trees help protect soils from erosion by direct rainfall through interception. In addition,
the root balls hold soils together preventing erosion.
• Trees add humus to soils, helping them to become more fertile and able to support more plant
growth, further protecting the soils.
• Fruit trees provide a food source. The greater the variety of fruit trees the more diverse the
diet, and the more likely there are fruits to harvest at different times of the year, increasing
food security.
• Having fruits to sell can give the farmers money to purchase food products that they do not grow
themselves, increasing food security.
5 a Trees transpire into the atmosphere, taking water from under the soil and releasing it into the
air. This increases humidity and cloud formation, resulting in a greater chance of rain. The trees
reduce the risk of soil erosion through interception, slowing down runoff and increasing the rates
of infiltration. The root balls also help to hold soils together.
b Protection of topsoils ensures the nutrient-rich soils required for crop growth are protected.
Rainfall and nutrient-rich soils will support good crop growth, and this will improve the
availability of food and, ultimately, food security.
6 Invasive or non-native species use more water than indigenous species, outcompeting them and
reducing biodiversity on the ground. In particular, invasive species out-compete the ground cover,
resulting in the exposure of soil to the elements and erosion of the topsoils.
7 Increased biodiversity will increase the numbers of flowering plants, pollinating insects and birds. This
will increase the number of fruiting plants, both in the wild and in the farmlands, increasing yields and
therefore food security.

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Case study project: Coffee production to increase food security

Case studies may include the following information:
• Ethiopia is one of the world’s premier coffee producers.
• Production is simple and mostly organic, with coffee plants being grown in the shade, mixed between
other crops and with few or no chemicals being used.
• Coffee beans can be either dry- or wet-processed.
• Dry-processed beans are left directly on the tree to dry before being harvested.
• In order to increase yield, farmers have adopted a tree rejuvenation technique called stumping
(pruning the bushes) to increase production, improve their livelihoods and adapt to climate change.
• Sustainable farming uses mixed cropping, which increases biodiversity, improving conditions
for pollinators.
• Limited use of chemicals reduces harm to organisms that are crop friendly.
• With good plant growth, soils are retained and nutrient-rich or balanced, resulting in soil protection.
• Sustainable coffee farming results in a cash crop for the farmers to earn income, while still allowing
other crops to be grown for their own consumption.
• Money earned can be used to feed and educate the family, improving food security now and into
the future.

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Case study 9: Energy efficiency: finding

cost-effective solutions to energy issues
Case study questions
1 Retrofit means adding something to a building that it did not have when it was initially built.
Energy poverty is a lack of access to adequate, affordable, reliable, high-quality, safe and
environmentally sound energy services.
2 Learners may suggest the following ideas: lagging of pipes; insulation of roof spaces; double glazing
for windows; installing solar panels; installing fans for air circulation (hotter climates); painting the
roof white or dark depending on the climate; installing a turbine vent into the roof to extract hot air
from the roof space (hot climates); using curtains that can keep heat in or out; using energy-efficient
electrical equipment; using heat pumps to capture lost energy; installing smart meters to monitor
energy efficiency and use; installing energy-efficient lighting.
3 An in-house coordinator that is not employed by the installer does not have any economic gain from
any advice given. They will be guided by the available budget and the most effective way of using that
budget to optimise energy efficiency. An installer employee may be less inclined to take care with how
the budget is managed.
4 Monitoring of the buildings before and after retrofitting will give data to show if the retrofitting has
indeed made a difference to the energy efficiency of the building. This can be used to guide future
retrofitting projects.

Case study project: How the colour of a house affects heat absorption
In their initial discussions, learners should identify that darker colours will absorb more heat. Therefore,
in a hot climate a white roof is more suitable and in a cold climate a dark or black roof is more suitable.
1 Learners’ own graphs. The line graphs should show time along the x axis and temperature along the
y axis. Results from all four colours should be plotted on the same graph.
2 Learners should describe how each colour responded to exposure to sunlight, referring to data to
support their answer.
3 The darkest colour should have absorbed the most heat, although some dark colours that are not black
can also have a very high absorption rate (low albedo effect).
4 The experiment only includes one sample of each colour. In order to take averages and use statistics,
three or more squares of each colour should be used.
5 The term albedo effect refers to the ability of a surface to reflect sunlight. White has the highest albedo
effect and black the lowest.
6 White is the best colour for painting a roof in a hot climate as it has a high albedo effect, reflecting
more sunlight than the other colours. This will reduce the heating of the roof surface, and therefore the
amount of heat being absorbed by the building. This will reduce the need for running air conditioners
to keep the inside of the building cool.
7 This answer depends on learners’ earlier discussions. They may find that they were correct, or that they
were incorrect, and that there is a better colour suited to the region in which they live.

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Case study 10: Kisumu: improved sanitation

Case study questions
501 818 × 30
__________
1 ​​  100 ​​ = 150 545.4
30% of 501 818 = 150 545.4 people had adequate access to toilets.
2 Spread of diseases such as cholera and typhoid; spread of bacterial infections; diarrhoea;
malnutrition; death.
3 Pit latrines deliver faecal matter into the groundwater, contaminating it with pathogens that are
harmful to humans. Humans are then exposed to these pathogens when they use the well or
spring water.
4 Suggestions may include:
• increased time available to study or go to school
• increased time available to work or get tasks completed in the home
• increased time for productivity and economic development.
5 Examples include: education of the population on limiting usage; access to energy sources for boiling
water; rainwater tanks to capture roof runoff; trucking in drinking water if necessary. Any valid point
that looks at improving access or quality of water can be accepted.

Case study project: Water security, Kisumu

Climate graphs should look similar to the following:

Precipitation and temperature in Kisumu

300 26
Precipitation / mm

Temperature / °C

250 25
200 24
150 23
22
100 21
50 20
0 19
br ry
M ry
ch
ril
ay
ne

Se Aug ly
e m st

N tob r
D em r
em r
r
O be
ov e
ec be
be
Ju
pt u
Fe ua

Ap
ua

M
ar

Ju
n
Ja

Month

Rainfall (mm) Temperature (°C)

Research into rainwater tanks may reveal:

• Rainwater tanks can be used to capture water that flows off roofs.
• Each house could have a rainwater system installed to catch rainwater.
• High monthly rainfall makes tanks a viable option.
• For the water to be safe for consumption it would have to be filtered or treated in some way,
but the water could be used for activities like washing clothes or even bathing.
• Tanks would reduce distances travelled to get water for general domestic tasks like cleaning floors.
• Tanks can be scaled to be the correct size for the location.

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Limitations:
• Gutter systems and tanks require financial investment.
• Not all homes are designed with roofs to which it would be easy to add gutters for capturing the water.
• Space in very densely built-up areas may prove to be a problem.
• Posters should include images of rainwater tanks, making it clear what they are referring to.

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