Student Book CAMBRIDGE IGCSE’ STO] Ta aA MANAGEMENT David Weatherly and Nicholas Sheehan‘Willarn Colins' dream of knowledge for all began with the publication of his fist book in 1819. A self-educated mill worker, ne not only tenriched millions of lives, but also founded a flourishing publishing hause, Today staying true to this spirit, Coins Books are packed with inspiration, innovation and practical expertise, They place yu at the cente ofa world of possibity and give you exactly what you need toexpore it Collins, Freedom to teach, Published by Colins ‘An imprint of HarperCollinsPubisbers 4 London aridge Street London SEI 9GF Browse the complete Collins catalogue at www. collins.co.uk © HarperColinsPublshers Limited 2017 109876543 ISBN 978-0-00-819045-3, ‘David Weatherly and Nicholas Sheehan assert thelr moral rights to be identified as the authors ofthis work. {All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publisher or a licence jpermiting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Lid, 90 Tottenham Court Road, london WIT ALP Bish Library Cataloguing in Publication Data ‘A Catalegue record for this publication is available from the Bish Library. Commissioned by Anne Mahon Project managed by Rachel Allegro Cogy-edited by Donna Cole Frooiread by Louise Robb "ypeseting and ilustrations by Jouve India Private Limited, Indexed by Lisa Footitt Cover design by Gordon MacGilp Frinted and bound by CPt Group (UK) Ltd, Croydon CRO 4YY IGCSEO is the reostered trademark of Cambridge International Examinations.Contents Introduction.. About this book... Locations of case studies used in this boo! Section 1 Rocks and minerals and their exploitation .. a) Formation of rocks vs b) Extraction of rocks and minerals from the Earth.. ©) Impact of rock and mineral extraction d) Managing the impact of rock and mineral extraction @) Sustainable use of rocks and minerals. f) Case study: Island Copper Mine.. Section 2 Energy and the environment ee a) Fossil fuel formation. b) Energy resourcesand the generation of electricity. ©) Energy demand. d) Conservation and management of energy resources. ) Impact of oil pollution.. | f) Management of oil pollutio g) Case study: The Deepwater Horizon disaster Section 3 Agriculture and the environment... | a) Soil composition... b) Soils for plant growth. ©) Agriculture types smn @) Increasing agricultural yields €)_ Impact of agriculture. #) Causes and impacts of soil erosion. 9 h) Sustainable agriculture ’) Case study: The Aral Sea Section 4 Water and its management 2) Global water distribution b) The water cycle. ©) Water supply. d) Water usage, ) Water quality and availability. f) Multipurpose dam projects... 4g) Causes and impacts of water pollution h) Managing pollution of fresh water. i) Managing water-related disease ). Case study: Environmental impacts of the Three Gorges Dam | K)_ Case study: Cleaning up the River Rhine...Section 5 Section 6 Section7 Section 8 Section 9 End of topic questions Acknowledgements Oceans and fisheries a) Oceans asa resource.. b) World fisheries ©) Impact of exploitation of the oceans d) Management of the harvesting of marine species.. €) Case study: Phoenix Islands Protected Area (PIPA).. f)_ Case study: Salmon farming on the Isle of Skye.. Managing natural hazards a) Earthquakes and volcanoes. b) Tropical cyclones. ©) Flooding. d) Drought ¢) Opportunities presented by natural hazards... ). Case study: Impact of earthquakes in Haiti and New Zealand. g) Case study: Impact of Typhoon Haiyan 2013... The atmosphere and human activities .. a) The atmosphere. b) Atmospheric pollution - causes and ©) Managing atmospheric pollution. d) Case study: Southeast Asian Haze, 2015/2016. pacts. Human population a) Human population distribution and density b) Changes in population size Population structure... d) Managing human population size .... @) Case study: Managing population growth in China... Natural ecosystems and human activities....... a) Ecosystems. nnnenn oe b) Ecosystems under threat. ©) Deforestation.. d) Managing forests ) Measuring and managing biodiversity f)_ Case study: Deforestation in Borneo. 9) Case study: Conserving the mountain gorilla h) Case study: UNESCO Biosphere Reserve, North Devon, UK...Introduction Welcome to your new textbook which has been carefully designed and written to help you understand all of the requirements needed to succeed in the Cambridge IGCSE® Environmental Management course. By the end of this century, world population will reach eleven billion. The desire of all humankind to improve their standard of living and quality of life and that of their children is both instinctive and timeless. Exploiting the natural resources of the ecosystems of the surroundings in which people live in order to help achieve this has been part of human life since the evolution of ancient humans up to two million years ago. Today the life of everyone on Earth is highly globalised. This means that our exploitation of the environment ranges far beyond our immediate area and impacts on places we will never visit and people we will never meet. Advances in technology and communications allow us today to identify and utilise natural resources at a rate of consumption that would have been considered impossible fifty years ago. All human life is dependent for its very existence upon the healthy functioning of the myriad of ecosystems which make up the Earth's biosphere. However, in many parts of the world these life-sustaining natural systems are being depleted at a scale which threatens their integrity and continuing existence. The implications of this unregulated and short term approach to resource consumption for the continuing existence of humankind are very serious. The future of everyone depends upon utilising the natural resources of the environment in a manner which enables people to improve the quality of their lives on the one hand, whilst conserving and enhancing the ecosystems which provide those resources on the other. This approach is referred to as sustainable development, and throughout this book, you will be encouraged to reflect upon different ways in which sustainability might be achieved alongside exploiting the natural environment. Environmental management draws upon a range of disciplines including geography, science, philosophy, design and technology and mathematics in order to assist in identifying sustainable practices when it comes to balancing human development and environmental conservation, Above all, environmental management is about identifying holistic solutions to environmental challenges, which recognise the interconnectedness of people and the natural world and of finding ways of balancing the needs of one with the other. Exploiting the environment has been a feature of human life for two million years. INTRODUCTIONABOUT THIS BOOK About this book This Student Book covers all of the content for the Cambridge IGCSE Environmental Management syllabus, It is divided into nine sections ~ one for each of the areas of the syllabus. Each section is split into topics which cover the essential knowledge and skills you need as specified by the syllabus, Each of the nine sections is organised in the same way and has the following features * A brief introduction to give you the context and overview of the content covered. © The section contents which shows the separate topics to be studied matching the syllabus order. © A list of learning objectives which covers all of the key things you need to learn. * All of the topics clearly identified with the key terms and vocabulary you need to know highlighted * A range of maps, graphs, illustrations and numerical data carefully selected to support your understanding of the key content and concepts. * Case studies which focus on different areas of the world and help to provide a real life context for applying many of the ideas which you have investigated in each section. * An end of section checklist which includes the key terms and important vocabulary covered, as well as the most important things you will have learned through your study. This book also includes two other sections which are there to support your knowledge and understanding of the syllabus content: © Questions on the content of each section which allow you to apply what you have earned and to demonstrate your knowledge and understanding of the facts, key terms, concepts and case studies included in the book. These questions can also be used to assess your own progress in achieving the learning objectives of each section before moving on to the next. © A glossary in which the key terms and vocabulary highlighted in the text - which are important for you to know — are defined and explained. Words in bold throughout the book can be found in the glossary. Although each section and the topics within it appear separately, they are always interconnected in the real world. For example the world’ population is growing by eighty million a year. This fact has enormous implications for agriculture and the environment, water and its management, the consumption of energy, access to improved water and sanitation, deforestation, and atmospheric pollution. So when you are working through each section, try to think holistically by considering what the connections might be between what you are learning now and the topics you have covered elsewhere in the book. This is what environmental management is all about1008 SIH NI G3SN SalGNAs aS¥9 40 SNOLLVIOT 6 uous, fait 3g sya >in) ‘uonag YUON Se 6 vons9s ‘onosay auaydsoig ODSaNN 08 urewnow ayp Buyasu0> puejeaz MN pu Lr sayenbyse Jo 72 guones ‘aunyy sonny aug dn Butut9)5 s vonsas hy $0 3)5) 4p uo Sumuuey Lowes 9 vores pueyesz nay pue ul soyenbypies jo edu guonoss (eid) 224 parsaroig ‘spur xu304 6uoRD95 ‘2ui0g ut uoReys210}9q guouses Rid unt uuooydl yo 2>eduu aL i — utyy s9ddo pues, Zuon>es saysesip uozuo}, 12}emd030 241. puoaeas lueg #3809 assy 3p 0 sped jeyuowuosiaug[Tele ee RIC aU eC ela a ae eel ola Nena oMn cutee etic aukelet eae eu see a value of over eight trillion US dollars. Gold is just one of seventy mineral commodities mined globally; all are vital necessities for modern ways of life. Deciding on whether or not to exploit mineral reserves is a very oaod hee om ee cnuleeeeceuecuemneacie tacts Mee eiae tre. Rentctcicne ee nuiete ul iat hari benefits nationally and globally, but if not carefully regulated there fe Siete ele CU Rae ker neces a Senne ae e rs ennai keen thie PC hit Meneame GeaCA ua tod Mere neice kak uea suite aac development with the long-term objective of balancing economic Cee MUR URU Reelin ar lela eee RU a eC rel) Ruirenine hie me st eteut Es ees Ey aueutate a Peirce aod MU CL Relat) POM aao acre TM Cer Caeely d) Managing the impact of rock and mineral extraction e) Sustainable use of rocks and minerals £) Case study: Island Copper Mine LEARNING OBJECTIVES Describe and interpret the rock cycle. SICH ORO RMU Ruri Rr ic re uetemir ise igneous, sedimentary and metamorphic rocks. Percale ale RU cle MTS Malle Tele CeCe eLATe] rocks and minerals from the Earth. (ey retgl ee Ret RCO CeO oOo impacts of rock and mineral extraction. Describe and evaluate strategies for restoring landscapes damaged ace ei hiieociatcan Define sustainable resource and sustainable development. Ley oll PU RAC Lerche Ro TOE e-LIAT ORO) Elite TS Study the development, impact and management of a mine including land restoration after the mine has closed.ROCKS AND MINERALS AND THEIR EXPLOITATION FORMATION OF ROCKS Rock is the solid and naturally occurring material that forms the Earth's hard outer layer or crust. Although rocks come in an incredible variety of shape, size, colour, texture, weight, consistency, permeability } and hardness, they are almost all composed of an aggregate of grains of different chemical elements called minerals. Rocks are classified according to how they are formed. Igneous rocks These rocks are created from the solidification of magma (molten rock found in the mantle below the Earth's crust) and lava (molten rock that reaches the surface through a volcano or fissure). There are two types of igneous rocks — plutonic and volcanic. Plutonic or intrusive rocks occur when magma cools and crystallises slowly within the Earth's crust — granite is a good example of this. Volcanic or extrusive rocks such as basalt form when lava solidifies on the Earth's surface SS {Fig 1.1 Combestone Tor, Dartmoor, UK ~ an exposed A Fig. 1.2 Giant's Causeway, Northern Ireland, granite intrusion. UK — polygonal columns of basalt. Sedimentary rocks Sediment refers to particles of rocks, minerals and the remains of plants and animals. Rocks are constantly being broken down into smaller pieces or sediments by the physical and chemical processes of weathering, for example, the freeze-thaw action of water, which widens cracks and causes the rock to eventually break apart. Sediments are then transported to new locations by the forces of erosion such as the wind, rivers and ice. At the bottom of seas and oceans, soft and loose sediments of mud, silt, sand and gravel deposited by rivers, and the skeletons of sea creatures, can build up into thick layers. As new layers of sediment ate added above, lower layers are compressed over millions of years into strata of hard rock. This process of rock formation is called cementation.‘Fig, 1.3 Limestone is made up Fig. 1.4 Sandstone, such as thisin A Fig, 1.5 Shale is consolidated mud, largely of calcium carbonate from the Nevada, USA, consists almost entirely sit and clay, tis finely stratified, which shells and skeletons of marine of small sand grins, usually quartz, meansit splits easly into flat pieces. creatures such as this scallop. cemented together by substances such Limestone forms in clean, warm asclay shallow seas where there is an abundance of life Metamorphic rock Sometimes the Earth's movements cause existing igneous and sedimentary rocks to be heated up and put under great pressure. This can cause a chemical change in their minerals and the formation of new metamorphosed rocks. Slate forms in this way from shale, and marble forms from limestone. Both rocks have important uses in construction and interior design. A Fig. 1.6 Slate being used for roofing. Fig. 1.7 Marble being used for a kitchen surface, The rock cycle The rocks of the Earth's crust are constantly being changed and recycled. As soon as any ‘new’ rock is Yeterng; exposed to the physical, chemical and biological Senin forces of weathering, it begins to be broken down into sediments. For example, physical weathering through exfoliation causes the surface layers of | rocks to disintegrate as a result of constantly tntig being heated and cooled. Rainwater containing \ dissolved CO, will remove limestone rock particles (chemical weathering) and the roots of trees and plants will, over time, pull apart joints and cracks in rock and cause biological 4 Fig, 1.8 The rock cycle FORMATION OF ROCKSROCKS AND MINERALS AND THEIR EXPLOITATION weathering as they search for water. Sediments of alll sizes are transported away by wind and water erosion and can be deposited a long way from where they originated. If sediments accumulate in hollows beneath seas and oceans then sedimentation begins, which in time will create new sedimentary rocks. If these rocks become buried deep inside the Earth, then a combination of heat and pressure can change them into metamorphic rocks — or they might even melt entirely to become magma. This magma may then solidify below the surface or above ground as lava to 4 fi9. 1.9 Sandstorms in the Negev : : Desert - wind is powerful force of form new igneous rock, which will immediately come under Cee attack once again from the forces of weathering, In this way, the whole dynamic and unending cycle of rock creation, weathering and recreation begins again. EXTRACTION OF ROCKS AND MINERALS FROM THE EARTH Rocks and the minerals of which they are composed are vital to modern life; they are what physically support us as we go about our lives. If something does not come from a plant or animal then it is mined or quarried from the rocks of the 4 Fig. 1.10 The mouth of the Earth’ crust. Rocks are the source ofall soils upon which On" Re posting plants rely and upon which we depend to grow food crops and rear livestock. Stones and rocks are the most important source of building materials in the world after wood. An average person in North America uses over 500 000 kg of stone, sand and gravel each year (in construction and cement) and 12 000 kg of clay (in the manufacture of ceramics, bricks and pipes) Minerals like galena, bauxite, sphalerite, malachite and uraninite are made up of valuable chemical elements such as (in the correct order) lead, aluminium, zinc, copper and uranium, which provide industrial metals and fuels. For example, the element a Fig. 1.11 Diamond isa very hard mineral aluminium is found in the mineral bauxite, which is composed of a crystallised form of the commonly contained in igneous rocks such as granite “"e™<@l element carbon, and basalt. From the dawn of time, the decorative beauty of precious stones has been admired and valued by cultures everywhere ‘There are two main methods of extracting rocks é containing minerals from the Earth's crust: surface mining and subsurface mining 4 Fig. 1.12 The mineral malachite contains the element copper.