Cambridge A Level Environmental Management 8291 Past Papers 2026

Principles of Environmental Management

Duration: 1h 45m

Management in Context

Duration: 1h 45m

Types of biofuel and biofuels as an energy resource

This question was poorly answered with few candidates able to correctly name any types of biofuel other than the biofuel crop shown in Fig. 4.1. The most successful responses named biogas and bioethanol. Common incorrect responses included naming two types of fossil fuels, two renewable energy sources or two specific examples of biofuel crops such as cane and corn.

Paper 1

Biofuels, biodiversity loss and food security

Growing biofuel crops and the link with reduced biodiversity was poorly understood and very few candidates accessed full credit. The most successful responses used the correct technical term monoculture. Some candidates explained factors that reduce biodiversity, which would have gained credit for Question 4a(iv) but which did not answer this question about food security.

Paper 1

Ozone depletion mechanism (CFCs in the stratosphere)

Candidates found this a very challenging question and responses indicated that many were not familiar with how ozone depletion occurs. There were many vague responses about aerosols and refrigerators as sources for CFCs where candidates needed to go on to explain how CFCs deplete ozone. Many candidates incorrectly referred to greenhouse gases depleting the ozone layer.

Paper 2

Soil salinisation as a limitation of irrigation

The process of soil salinisation was not well known. Most candidates were unable to access credit for this question. Candidates may benefit from further engagement through demonstration and practical involvement in the classroom or fieldwork in this subject area.

Paper 1

Climax community, pioneer species and ecological succession

Many candidates were unfamiliar with a pioneer species and suggested these were animals or large trees. The term climax community was not well known. Candidates would benefit from more study in this area of the syllabus.

Paper 2

Population density and population pyramids

The calculation of population density was generally not well understood; whilst some candidates were able to calculate the number correctly, not all provided a correct unit for the calculation. Candidates struggled to understand the age groups that separate the young and elderly dependents from the actively working population.

Paper 1, Paper 2

Biodiversity vs population (Simpson's and Lincoln Index)

The difference between population and biodiversity was poorly understood. Candidates needed to understand that biodiversity is a measure of the variety of different species or organisms, rather than the size of the population of one species. Some candidates did not realise that the calculation was simply to subtract their final answer from 1.

Paper 1

Tundra and grassland biome characteristics

Although the majority of candidates knew that the tundra climate has low temperatures or is cold, few included reference to the climate being dry so could not access the credit available for climate. A significant number of candidates thought that the climate of the tundra was hot and referred to cacti as the likely vegetation, which suggested they had confused the tundra with hot desert environments.

Paper 1