Food security — Paper 2 · A Level Environmental Management (AS only) 8291

5 Fig. 5.1 shows changes in global crop production. These are expressed in millions of tonnes of some important crops available for the global population. 2500 2000 global crop 1500 production / million tonnes 1000 500 0 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 year Fig. 5.1 (a) Describe the trends in global crop production shown in Fig. 5.1. Suggest reasons for the variations. [10] (b) With reference to examples of countries at contrasting levels of economic development, assess whether increasing food production is sustainable with an increasing global population. [30] [Total: 40]

40 marks

Mark scheme: 5(a) There is in overall trend of increasing crop production but with variation in the rate of increase over time for example an increase of 250 million tonnes between 1960 and 1970 compared to an increase of 400 million tonnes between 2000 and 2010. There are significant decreases in productivity in some years for example in 1982–1983 and 1986–1988 with a decrease of 1 million tonnes. Increasing global population and an increased demand for food requires an increased area of land devoted to agriculture increasing crop production. Mechanisation, the use of fertilisers, higher yielding varieties, and the expansion of irrigation have increased agricultural productivity increasing agricultural production. More recent improvements in productivity are due to technological improvements, for example in genetic modification. Variation in agricultural output is due to variation in natural factors affecting primary productivity for example temperature and precipitation. Some years have good harvests while in other years natural factors have caused widespread drought or flooding with devastating effects on harvests. Please use level descriptors 1 10 A description of the main trends supported with data from Fig. 5.1 and an explanation of the trends is required. May refer to climate change. Question Answer Marks Guidance 5(b) The question requirements are: • to describe the impact of population growth upon the earth’s natural resources • to consider ways of increasing food resources • to assess whether increasing food production is sustainable • to use examples of countries at contrasting levels of economic development Indicative content: Demand for food is expected to continue to grow due to a rising global population. More crops, increased meat production and increasingly more biofuels will be required. This will increase pressure on land resources. Ways of increasing food resources include the use of higher yielding varieties, increasing crop intensity and the further expansion of arable land into areas less suitable for agriculture will require greater use of irrigation and fertilisers. More irrigation will impact on the quantity of freshwater available water and the use of fertilisers will result in more water pollution. More and more of the natural environment will be used for agriculture and destroyed for example; deforestation of the tropical rainforest for agriculture will result in soil degradation. This is unsustainable as a growing population will also require land for housing, industry and agriculture which has already impacted on the environment. However the use of biotechnology, genetic engineering and alternative sources of food offer considerable opportunities. Invention may find new ways to increase crop production which is sustainable. Sustainability in food production will take more account of natural resources in an area, involve efficiency of water use and land use balance. Please use level descriptors 2 30 Section A and Section B descriptor levels: Descriptor Award Mark Consistently meets the level criteria Mark at top of level Meets the criteria, but with some inconsistency Middle, mark to just below top mark Meets most of level criteria, but not all convincingly Just below middle, mark to just above bottom mark On the borderline of this level and the one below Mark at bottom of level Section A and Section B descriptor levels: Section B (part a), Level descriptors 1 8–10 marks The response: • contains few errors • shows a very good understanding of the question • shows a good use of data or the information provided, where appropriate • provides a balanced answer 5–7 marks The response: • may contain some errors • shows an adequate understanding of the question • shows some use of data or the information provided, where appropriate • may lack balance 1–4 marks The response: • may contains errors • shows limited understanding of the question • shows little or no use of data or the information, where appropriate • lacks balance Section A and Section B descriptor levels: Section B (part b): Level descriptors 2 Responses: Level one, 25–30 marks • fulfil all the requirements of the question • contain a very good understanding of the content required • contain a very good balance of content • contain substantial critical and supportive evaluations • make accurate use of relevant vocabulary Level two, 19–24 marks • fulfil most of the requirements of the question • contain a good understanding of the content required • contain a good balance of content • contain some critical and supportive evaluations • make good use of relevant vocabulary Level three, 13–18 marks • fulfil some requirements of the question • contain some understanding of the content required • may contain some limited balance of content • may contain brief evaluations • make some use of relevant vocabulary Level four, 6–12 marks • fulfil limited requirements of the question • contain limited understanding of the content required • may contain poorly balanced content • may not contain evaluations • make limited use of relevant vocabulary Section A and Section B descriptor levels: Level five, 1–5 marks • fulfil a few of the requirements of the question • contain a very limited understanding of the content required • are likely to be unbalanced and undeveloped • evaluative statements are likely to be missing • make no use of relevant vocabulary

This question in 8291/21 Oct/Nov 2017

3 Fig. 3.1 is two photographs showing farming in countries at different levels of economic development. photograph A (harvesting potatoes) photograph B (harvesting grain) Fig. 3.1 (a) Describe the effects that the farming shown in Fig. 3.1 might have on local habitats. [10] (b) Using examples, assess the methods used to maintain a sustainable food supply in countries at different levels of economic development. [30] [Total: 40]

40 marks

Mark scheme: 3(a) Subsistence farming: Methods lead to loss of fertility of soils and loss of local habitats through clearance of land for crops, slash and burn, reduction of available water as land becomes more arid. Mechanised farming; Large areas of land cleared for monoculture removes habitats, soil compacted by machinery, fertility maintained artificially but can lead to problems such as eutrophication of water resources. please use level descriptors 1 10 Question Answer Marks 3(b) The question requirements are: • to demonstrate understanding of the different pressures to maintain food supply sustainably • to demonstrate understanding of the issues faced by countries with different levels of economic development • to assess the methods used to provide food sustainably. Indicative content: Different levels of economic development present different problems with regard to the sustainable production food. Also, population size is a factor linked to economic development. Lack of money means a lack of commercial fertiliser and poorer quality seed or crop plants available to purchase, e.g. cloning of date palms leads to cheaper plants with a guaranteed product. Subsistence level farming is risky and very prone to changes in weather patterns such as drought – leading to poor harvests and lack of money to buy livestock fodder and nothing left over to buy the requirements for next season. Declining soil means the need to destroy more habitat to grow sufficient produce to survive. Such countries lack the infrastructure to transport materials easily. Farming methods could be described as traditional. In more economically developed countries farming is industrial and mechanised. Overproduction can be an issue. Money means quality seeds and crops can be purchased and the infrastructure is in place to easily transport goods and produce. There is also the potential for farming to co-exist with natural habitats because of productivity, e.g. organic farming, maintaining hedgerows and wildlife strips. please use level descriptors 2 30

This question in 8291/22 Oct/Nov 2019

5 Fig. 5.1 shows predicted percentage change in human population by continent from 2019 to 2100. Europe North America –9% Asia +51% +9% Africa +242% South America +16% Oceania +77% Fig. 5.1 (a) Describe and explain the predicted percentage change in human population by continent shown in Fig. 5.1. [10] (b) An increase in the human population will require agricultural improvements to increase global food production. Assess the agricultural improvements required to increase food production in countries with contrasting levels of economic development. [30] [Total: 40]

40 marks

Mark scheme: 5(a) All areas except Europe (-9%) have projected increases. Falling birth and death rates plus lifestyle choices contribute to this. Whereas other areas have small, predicted increases Africa (+242%) has a huge predicted rise. Oceania (+77%) and North America (+51%) were the next highest. Whilst having emerging economies there are still high birth and death rates in Africa where some areas lack the facilities to treat illness, lack access to health care and contraception and are also affected by political and religious issues. Candidates will refer to the one child policy in China though this has been abandoned. The projected population growth map suggests the problems to come as the huge growth in Africa is not compensated by losses anywhere other than in Europe. This means that continued stress on resources is to be expected. There needs to be a more sustainable approach to resources to avoid worldwide problems and potential conflicts 5(b) The question requirements are: • demonstrate an understanding of the population growth and its impact on resources • understand the problems of improving agricultural practices in order to provide food for a growing population in a sustainable way • be able to describe and assess the methods used and the problems faced by countries with different levels of economic development. Indicative content: An understanding that an increasing population needs more food. Agricultural methods to improve this are based on intensive use of fertilisers, increased mechanisation and repeat cropping of land without a fallow period. Land is sometimes cropped twice a year. Livestock farming brings huge issues especially the intensive farms which result in global issues of pollution. Modern intensive agriculture has a huge logistic infrastructure to get produce to consumers. In low income economies there is likely to be subsistence level farming relying on clearing new land and lacking the resources to buy fertiliser and good quality seed. Aid to purchase these and developments such as genetically modified and cloned plants providing a better, more guaranteed product can be utilised. 30 please use level descriptors 1 please use level descriptors 2 Question Answer Marks Section B descriptor levels: Descriptor Award Mark Consistently meets the level criteria Mark at top of level Meets the criteria, but with some inconsistency Middle, mark to just below top mark Meets most of level criteria, but not all convincingly Just below middle, mark to just above bottom mark On the borderline of this level and the one below Mark at bottom of level Section B (part a), 8–10 marks The response: • contains few errors • shows a very good understanding of the question • shows a good use of data or the information provided, where appropriate • provides a balanced answer 5–7 marks The response: • may contain some errors • shows an adequate understanding of the question • shows some use of data or the information provided, where appropriate • may lack balance 1–4 marks The response: • may contains errors • shows limited understanding of the question • shows little or no use of data or the information, where appropriate • lacks balance Level descriptors 1 Question Answer Marks Section B (part b), Responses: Level one, 25–30 marks • fulfil all the requirements of the question • contain a very good understanding of the content required • contain a very good balance of content • contain substantial critical and supportive evaluations • make accurate use of relevant vocabulary Level two, 19–24 marks • fulfil most of the requirements of the question • contain a good understanding of the content required • contain a good balance of content • contain some critical and supportive evaluations • make good use of relevant vocabulary Level three, 13–18 marks • fulfil some requirements of the question • contain some understanding of the content required • may contain some limited balance of content • may contain brief evaluations • make some use of relevant vocabulary Level four, 6–12 marks • fulfil limited requirements of the question • contain limited understanding of the content required • may contain poorly balanced of content • may not contain evaluations • make limited use of relevant vocabulary Level descriptors 2 Question Answer Marks Level five, 1–5 marks • fulfil a few of the requirements of the question • contain a very limited understanding of the content required • are likely to be unbalanced and undeveloped • evaluative statements are likely to be missing • make no use of relevant vocabulary

This question in 8291/22 Oct/Nov 2021

4 Scientists on the international space station (ISS) get some of their water from the Water Recovery System (WRS). WRS uses waste water from respiration, sweat and urine and recycles this into drinkable water. It can produce up to 127 litres of recycled drinking water each day and can recycle 93% of the waste water. Each scientist on the ISS uses 49 litres of water per week for drinking, preparing food and personal hygiene. (a) (i) On a 60-day ISS mission there are five scientists. Calculate whether the WRS can provide all of the water the five scientists need. Show your working. [2] (ii) One litre of water has a mass of 1 kg. Suggest reasons why the water required by the scientists is not transported from Earth to the ISS. … … … … [2] (iii) Some of the waste water used by the WRS comes from respiration. Explain the meaning of aerobic respiration. … … … … … … [3] (b) The WRS uses a process called distillation to remove impurities from the waste water. Electricity is used to break down any organic matter. The process needs very high temperatures and pressures. Globally, one in three people do not have access to safe drinking water. Discuss the benefits and limitations of using the WRS to provide safe drinking water to people on Earth. … … … … … … … … … … [5] (c) Fig. 4.1 shows a solar still. A solar still uses processes in the water cycle to produce drinking water. Sun clear plastic dome salt clean water water collection Fig. 4.1 Use Fig. 4.1 and processes in the water cycle to explain how the solar still can produce drinking water. … … … … … … [3] (d) Explain how a lack of water can lead to malnutrition. … … … … … … [3] [Total: 18]

18 marks

Mark scheme: 4(a)(i) yes because per day: M1 (49  7 =) 7 (litres) needed per person a day; M2 (7  5 =) 35 (litres) needed for all the scientists a day (which is less than WRS 127 litres produced each day); OR total for 60 days: M1 (420  5 =) 2100 (litres) total needed for 60 days and 5 scientists; M2 (127  60 =) 7620 (litres) WRS produces in 60 days; 2 Question Answer Marks 4(a)(ii) any two from: M1 weighs too much; M2 requires a lot of energy to carry; M3 takes up too much space / difficult to store; 2 4(a)(iii) any three from: M1 chemical reaction (in cells); M2 that breaks down glucose; M3 requires oxygen; M4 releases energy; M5 produces carbon dioxide AND water; 3 4(b) max [4] benefits: M1 do not need a source of water / suitable in arid areas / can be used during drought / idea that dirty water can be used; M2 no wastage of water; M3 efficient (as 93% of water can be recycled); M4 idea that method or distillation is reliable; max [4] limitations: M5 people might not use it / not popular; M6 because do not like idea of drinking recycled urine etc; M7 requires energy / not everyone has access to electricity; M8 requires (specialist) equipment; M9 requires maintenance; M10 people will need training on how to use WRS; 5 4(c) M1 Sun heats (salt) water; M2 water evaporates; M3 (evaporated) water condenses on (inside of dome); 3 4(d) M1 reduces crop yield / crops need water to grow / idea that water needed for photosynthesis; M2 crops die / livestock die / livestock need water to live; M3 leads to food shortages / food insecurity; 3

This question in 8291/21 May/June 2023

1 Plants use chlorophyll to capture light energy for photosynthesis. (a) State the word equation for photosynthesis. … [2] (b) Chemists have developed a chemical that can be added to the roots of plants to improve the efficiency of photosynthesis. In laboratory studies, the chemical increased crop yield by 20%. Suggest why increasing crop yield can improve global food security. … … … … [2] (c) Maize is a food crop. Table 1.1 shows data for world maize yield in tonnes per hectare for two years. Table 1.1 yield year / tonnes per ha 1961 1.94 2018 5.92 Calculate the percentage increase in world maize yield from 1961 to 2018. … % [2] (d) Globally, 1.3 billion tonnes of food are wasted each year. 40% of all foods require refrigeration (cold temperatures) to maintain freshness. (i) Suggest why countries with low‑income economies are less likely to use refrigeration. … … … … [2] (ii) It is estimated that 15% of fossil fuel energy is used in the global transport of refrigerated food. Describe one strategy to reduce the use of fossil fuels in transporting food. … … … … [2] (e) Genetically modified (GM) crops can help improve food security. (i) ‘Roundup Ready’ soya is a GM crop grown in North and South America. This GM crop allows farmers to spray soya plants with herbicide. The GM crop is not harmed by herbicides. Suggest the benefits and limitations of using herbicide‑resistant GM crops, such as ‘Roundup Ready’ soya. benefits … … … limitations … … … [4] (ii) GM crops are being developed to have lighter and brighter coloured leaves than other crops. The lighter and brighter leaves increase the overall albedo of the plant. Explain how increased albedo can help to counteract climate change. … … … … [2] [Total: 16]

16 marks

Mark scheme: 1(a) reactants: carbon dioxide + water; products: glucose + oxygen; 2 1(b) any two from: provides enough food to feed the current / increasing population; more food can be grown in same area of land / intensification of food production; enables, stockpiling of food / surplus food; enables (improved) distribution of food; 2 1(c) 5.92  1.94 or 3.98; 205; 2 1(d)(i) any two from: lack of money; limited access to energy / electricity / energy insecure; lack of (refrigeration), equipment / vehicles / infrastructure; less access to technological knowledge; 2 1(d)(ii) max [1] strategy stated or described: max [1] description to match strategy: switch to low-carbon fuels; e.g. hydrogen use of hybrid vehicles / electric vehicles invest in renewable fuels; e.g. biofuel / bioethanol use of electric vehicles; reduces combustion of carbon-based fuel; reduces carbon dioxide emissions; grow food locally; no need for food to be transported; 2 Question Answer Marks 1(e)(i) benefits: improved crop yield / quality; as less competition from weeds; less herbicides needed; as weeds are quickly killed; easier management for farmer e.g. no selective / special herbicide required; limitations: encourages increased used of herbicides; leads to run-off; superweeds / weeds resistant to herbicide; loss of biodiversity as fewer weeds survive / reduces food or shelter for animals; contamination / cross pollination, between non-GM plants; GM seed is more expensive; farmers can’t save GM seed, need to purchase again following year; 4 1(e)(ii) any two from: light surfaces reflect more heat than dark surfaces; greater albedo means more of the incoming solar radiation is reflected back into space; ORA less incoming solar radiation is absorbed reduces (Earth’s absorbed) heat (energy); temperature of planet decreases; 2

This question in 8291/22 May/June 2023

1 Plants use chlorophyll to capture light energy for photosynthesis. (a) State the word equation for photosynthesis. … [2] (b) Chemists have developed a chemical that can be added to the roots of plants to improve the efficiency of photosynthesis. In laboratory studies, the chemical increased crop yield by 20%. Suggest why increasing crop yield can improve global food security. … … … … [2] (c) Maize is a food crop. Table 1.1 shows data for world maize yield in tonnes per hectare for two years. Table 1.1 yield year / tonnes per ha 1961 1.94 2018 5.92 Calculate the percentage increase in world maize yield from 1961 to 2018. … % [2] (d) Globally, 1.3 billion tonnes of food are wasted each year. 40% of all foods require refrigeration (cold temperatures) to maintain freshness. (i) Suggest why countries with low‑income economies are less likely to use refrigeration. … … … … [2] (ii) It is estimated that 15% of fossil fuel energy is used in the global transport of refrigerated food. Describe one strategy to reduce the use of fossil fuels in transporting food. … … … … [2] (e) Genetically modified (GM) crops can help improve food security. (i) ‘Roundup Ready’ soya is a GM crop grown in North and South America. This GM crop allows farmers to spray soya plants with herbicide. The GM crop is not harmed by herbicides. Suggest the benefits and limitations of using herbicide‑resistant GM crops, such as ‘Roundup Ready’ soya. benefits … … … limitations … … … [4] (ii) GM crops are being developed to have lighter and brighter coloured leaves than other crops. The lighter and brighter leaves increase the overall albedo of the plant. Explain how increased albedo can help to counteract climate change. … … … … [2] [Total: 16]

16 marks

Mark scheme: 1(a) reactants: carbon dioxide + water; products: glucose + oxygen; 2 1(b) any two from: provides enough food to feed the current / increasing population; more food can be grown in same area of land / intensification of food production; enables, stockpiling of food / surplus food; enables (improved) distribution of food; 2 1(c) 5.92  1.94 or 3.98; 205; 2 1(d)(i) any two from: lack of money; limited access to energy / electricity / energy insecure; lack of (refrigeration), equipment / vehicles / infrastructure; less access to technological knowledge; 2 1(d)(ii) max [1] strategy stated or described: max [1] description to match strategy: switch to low-carbon fuels; e.g. hydrogen use of hybrid vehicles / electric vehicles invest in renewable fuels; e.g. biofuel / bioethanol use of electric vehicles; reduces combustion of carbon-based fuel; reduces carbon dioxide emissions; grow food locally; no need for food to be transported; 2 Question Answer Marks 1(e)(i) benefits: improved crop yield / quality; as less competition from weeds; less herbicides needed; as weeds are quickly killed; easier management for farmer e.g. no selective / special herbicide required; limitations: encourages increased used of herbicides; leads to run-off; superweeds / weeds resistant to herbicide; loss of biodiversity as fewer weeds survive / reduces food or shelter for animals; contamination / cross pollination, between non-GM plants; GM seed is more expensive; farmers can’t save GM seed, need to purchase again following year; 4 1(e)(ii) any two from: light surfaces reflect more heat than dark surfaces; greater albedo means more of the incoming solar radiation is reflected back into space; ORA less incoming solar radiation is absorbed reduces (Earth’s absorbed) heat (energy); temperature of planet decreases; 2

This question in 8291/23 May/June 2023

1 (a) Spraying aerosols into the stratosphere and growing crops with shiny leaves are two geo-engineering methods that can counteract climate change. (i) Explain how spraying aerosols into the stratosphere can counteract climate change. … … … … [2] (ii) Explain how growing crops with shiny leaves can counteract climate change. … … … … [2] (b) Researchers use computer models to predict the impact of geo-engineering strategies on climate change. Table 1.1 is a summary of the findings. Table 1.1 impact global increased number of people geo-engineering strategy temperature floods and adversely impacted reduced droughts / billion spraying aerosols into the yes yes 3 stratosphere growing crops with shiny yes yes 1.4 leaves (i) Suggest how managing the Earth’s climate can result in increased floods and droughts. … … … … [2] (ii) Evaluate the use of the geo-engineering strategies in Table 1.1 for counteracting climate change. … … … … [2] (iii) Suggest what further research can be carried out to confirm the impact of the geo-engineering strategies in Table 1.1. … … [1] (c) A report predicted how rising sea levels will result in coastal flooding in 2050. Table 1.2 shows the number of people predicted to be affected by coastal flooding for five countries. Table 1.2 number of people country / million China 93 Bangladesh 42 India 36 Vietnam 31 Indonesia 23 Plot the data as a bar chart. [4] (d) Explain why flooding can lead to water insecurity. … … … … … … [3] (e) Explain why drought leads to food shortages and malnutrition. … … … … … … [3] (f) A report by the World Health Organization stated that malnutrition causes 35% of all deaths in under five-year-olds. Fig. 1.1 shows the percentage of under five-year-old children who are underweight. Key percentage of under five-year-old children who are underweight >30 20–29.9 10–19.9 <10 no data Tropic of Cancer Equator Tropic of Capricorn Fig. 1.1 Describe the distribution of under five-year-old children who are underweight, shown in Fig. 1.1. … … … … … … [3] [Total: 22]

22 marks

Mark scheme: Question Answer Marks 1(a)(i) any two from: 2 reflect (incoming) solar radiation / (sun)light, back into space; before it reaches the Earth’s surface; reduces global temperatures; 1(a)(ii) any two from: 2 increases, albedo / reflectivity (of plants / Earth’s surface); reflect (incoming) solar radiation / (sun)light, back into space; reduces global temperatures; 1(b)(i) any two from: 2 changed (wind/atmospheric) circulation; adverse effect on rainfall / too much rain / too little rain; changed temperatures; more extreme weather conditions e.g. hurricanes / storms / heatwaves; 1(b)(ii) any two from: 2 Positives: both strategies reduce global temperatures; Negatives: both strategies cause adverse effects e.g. floods / drought; many people adversely impacted (due to floods / droughts) e.g. relocation; more people adversely impacted by spraying aerosols than growing crops with shiny leaves / 3 billion (aerosols) versus 1.4 billion (shiny leaves); but need to fix climate change regardless of cost; 1(b)(iii) any one from: 1 laboratory / small scale testing; field testing; repeat the (computer) models with different parameters e.g. measure, humidity / greenhouse gas concentration or named greenhouse gas; 1(c) axis labels: y-axis number of people / million AND x-axis country; 4 sensible linear scale to cover at least half the grid; bars equal width AND not touching; four or five correct plots; 1(d) any three from: 3 (flooding) contaminates / pollutes, water bodies; stated examples of contamination / pollution e.g. sewage / industrial waste / domestic waste / agricultural waste / fertilisers; water, cannot be drunk / is unsafe; (flooding can lead to) saltwater / seawater intrusion; damage to, infrastructure / distribution pipes / tanks (so distribution adversely affected); 1(e) any three from: 3 plants / crops, need water for growth; by photosynthesis; (lack of water) reduces crop yield / loss of crops / loss of livestock; leads to famine / starvation; leads to food insecurity; 1(f) any three from: 3 majority south of Tropic of Cancer; some north of Tropic of Cancer; between Tropic of Cancer and equator; underweight children in Africa / (South) Asia; relevant quoted country / data e.g. high in India or Indian sub-continent / low in Americas;

This question in 8291/22 Oct/Nov 2023

3 (a) A farmer investigates insect pests on soybean plants. Fig. 3.1 shows soybean plants. Fig. 3.1 The farmer investigates an area of soybean plants that is 7 rows by 7 columns. There is a total of 49 soybean plants. Fig. 3.2 shows the results from a random number generator. The farmer uses these results to select a sample of 6 soybean plants. Each number represents a row number and a column number. 56 71 29 56 33 22 32 60 53 28 23 72 13 Fig. 3.2 The farmer starts at number ‘56’. ‘56’ represents row 5 and column 6. The farmer circles this plant on Fig. 3.3. The farmer ignores a number in Fig. 3.2 if: • any part of the number is greater than 6 • a number is repeated. Fig. 3.3 shows the area of soybean plants the farmer investigates. column number 0 1 2 3 4 5 6 0 1 2 row 3 number 4 5 6 Fig. 3.3 (i) The farmer samples a total of 6 plants. The first 3 soybean plants selected from the random number generator are circled. Complete Fig. 3.3 by circling the 3 other soybean plants the farmer samples. [1] (ii) State one benefit of using a random number generator to select the soybean plants. … … [1] (b) The farmer uses a beating tray to investigate insect population. (i) Describe a beating tray method the student can use to estimate the total number of insects on the 49 soybean plants. … … … … … … … … … … [5] (ii) Describe two limitations of using a beating tray for investigating the insect population on soybean plants. 1 … … 2 … … [2] (c) The farmer concludes that the soybean plants are infested with aphids. Aphids are insects that eat soybean plants and reduce crop yield. The farmer introduces the harlequin beetle to the soybean plants. The harlequin beetle is a flying insect and is a predator of the aphids. Fig. 3.4 shows a harlequin beetle. 7 mm Fig. 3.4 The farmer records the population of aphids in 2 different fields. Fig. 3.5 shows the results. Key field 1: no predator field 2: predator added 300 250 200 mean number of aphids 150per leaf predator added to field 2 100 50 00 5 10 15 20 25 30 35 40 45 50 55 60 65 day Fig. 3.5 (i) Name the type of method for controlling the aphid population using a predator. … [1] (ii) Suggest why the predator was not added to field 1. … [1] (iii) Suggest why the aphid population was measured before the predator was added to field 2. … … [1] (iv) Write a conclusion using the data in Fig. 3.5. … … … … … … [3] (v) Suggest why the farmer covers the soybean plants with nets after the predator is added. … … … … [2] (d) The harlequin beetle was introduced to North America and Europe to control aphid populations. The harlequin beetle is now considered to be one of the world’s most invasive species. The harlequin beetle becomes inactive when temperatures are lower than 10 °C. Suggest why climate change could benefit the harlequin beetle. … … [1] (e) Increasing crop productivity by reducing pests is a strategy for managing food security. Hydroponics can also improve food security. (i) Explain how hydroponics improves food security. … … … … … … … … [4] (ii) Describe the limitations of large-scale food stockpiling as a method of reducing food insecurity. … … … … … … [3] (iii) Outline the impacts of food insecurity. … … … … … … … … [4] [Total: 29]

29 marks

Mark scheme: 3(a)(i) 3 plants circled correctly at 32, 60, 53; 1 3(a)(ii) avoids bias / equal chance of selection; 1 3(b)(i) method: 5 (on one plant) tap / hit / shake the plant (gently with a stick); collect falling insects on the beating tray; count (only) the insects; processing: repeat (the beating tray) method and take a mean; idea of scaling up; e.g. multiply the mean number of insects in the sampled area / plants sampled by the total number of plants 3(b)(ii) any two from: 2 soybean plants are close to ground so difficult to get lower insects in tray; beating can damage the plant; beating cannot be used on wet plants; flying insects fly away / some insects might escape; some insects left on plant / not all insects will fall on the tray; 3(c)(i) biological; 1 3(c)(ii) control / to compare the result; 1 3(c)(iii) any one from: 1 to ensure that field 1 and field 2 had a comparable number of aphids (at the start); to see if the predator has an effect; 3(c)(iv) predator reduces the aphid population; 3 predator takes 8–12 days to make an impact / it took 10 days for the introduced predator to work; relevant comparable quoted data e.g. difference in aphid population with no predator is 215 (255-40) by day 65; 3(c)(v) any two from: 2 prevents predator flying away; prevents new pests / insects landing on the plants; prevents new predators landing on the plants; (so that the farmer knows) it is the harlequin beetle predator that has reduced the aphid population; 3(d) any one from: 1 increased temperatures mean it will not become inactive; native species may die at hotter temperatures / in changed conditions; beetle competitors / predators might die; expand range of beetle; 3(e)(i) plants grown at high density / high crop yield (per unit area); 4 any three from: plants grown without soil / roots are in water that contains nutrients; plants less prone to soil pests; plants can be grown in areas with soil erosion / poor quality soil; plants can be grown inside; plants can be grown in controlled conditions; e.g. controlled lighting yields not dependent on weather conditions / rainfall; crops are not seasonal / can be grown all year; 3(e)(ii) any three from: 3 leads to food shortages; more likely to benefit rich; food could rot if not stored properly; danger of losing (large) quantity of food at one time; fresh food loses nutritional value if stored for long period; idea that food should be distributed to people who are hungry now; 3(e)(iii) any four from: 4 food scarcity; nutritional deficiency / malnutrition; famine / starvation; poverty; forces migration; conflict;

This question in 8291/21 Oct/Nov 2024

3 (a) A farmer investigates insect pests on soybean plants. Fig. 3.1 shows soybean plants. Fig. 3.1 The farmer investigates an area of soybean plants that is 7 rows by 7 columns. There is a total of 49 soybean plants. Fig. 3.2 shows the results from a random number generator. The farmer uses these results to select a sample of 6 soybean plants. Each number represents a row number and a column number. 56 71 29 56 33 22 32 60 53 28 23 72 13 Fig. 3.2 The farmer starts at number ‘56’. ‘56’ represents row 5 and column 6. The farmer circles this plant on Fig. 3.3. The farmer ignores a number in Fig. 3.2 if: • any part of the number is greater than 6 • a number is repeated. Fig. 3.3 shows the area of soybean plants the farmer investigates. column number 0 1 2 3 4 5 6 0 1 2 row 3 number 4 5 6 Fig. 3.3 (i) The farmer samples a total of 6 plants. The first 3 soybean plants selected from the random number generator are circled. Complete Fig. 3.3 by circling the 3 other soybean plants the farmer samples. [1] (ii) State one benefit of using a random number generator to select the soybean plants. … … [1] (b) The farmer uses a beating tray to investigate insect population. (i) Describe a beating tray method the student can use to estimate the total number of insects on the 49 soybean plants. … … … … … … … … … … [5] (ii) Describe two limitations of using a beating tray for investigating the insect population on soybean plants. 1 … … 2 … … [2] (c) The farmer concludes that the soybean plants are infested with aphids. Aphids are insects that eat soybean plants and reduce crop yield. The farmer introduces the harlequin beetle to the soybean plants. The harlequin beetle is a flying insect and is a predator of the aphids. Fig. 3.4 shows a harlequin beetle. 7 mm Fig. 3.4 The farmer records the population of aphids in 2 different fields. Fig. 3.5 shows the results. Key field 1: no predator field 2: predator added 300 250 200 mean number of aphids 150per leaf predator added to field 2 100 50 00 5 10 15 20 25 30 35 40 45 50 55 60 65 day Fig. 3.5 (i) Name the type of method for controlling the aphid population using a predator. … [1] (ii) Suggest why the predator was not added to field 1. … [1] (iii) Suggest why the aphid population was measured before the predator was added to field 2. … … [1] (iv) Write a conclusion using the data in Fig. 3.5. … … … … … … [3] (v) Suggest why the farmer covers the soybean plants with nets after the predator is added. … … … … [2] (d) The harlequin beetle was introduced to North America and Europe to control aphid populations. The harlequin beetle is now considered to be one of the world’s most invasive species. The harlequin beetle becomes inactive when temperatures are lower than 10 °C. Suggest why climate change could benefit the harlequin beetle. … … [1] (e) Increasing crop productivity by reducing pests is a strategy for managing food security. Hydroponics can also improve food security. (i) Explain how hydroponics improves food security. … … … … … … … … [4] (ii) Describe the limitations of large-scale food stockpiling as a method of reducing food insecurity. … … … … … … [3] (iii) Outline the impacts of food insecurity. … … … … … … … … [4] [Total: 29]

29 marks

Mark scheme: 3(a)(i) 3 plants circled correctly at 32, 60, 53; 1 3(a)(ii) avoids bias / equal chance of selection; 1 3(b)(i) method: 5 (on one plant) tap / hit / shake the plant (gently with a stick); collect falling insects on the beating tray; count (only) the insects; processing: repeat (the beating tray) method and take a mean; idea of scaling up; e.g. multiply the mean number of insects in the sampled area / plants sampled by the total number of plants 3(b)(ii) any two from: 2 soybean plants are close to ground so difficult to get lower insects in tray; beating can damage the plant; beating cannot be used on wet plants; flying insects fly away / some insects might escape; some insects left on plant / not all insects will fall on the tray; 3(c)(i) biological; 1 3(c)(ii) control / to compare the result; 1 3(c)(iii) any one from: 1 to ensure that field 1 and field 2 had a comparable number of aphids (at the start); to see if the predator has an effect; 3(c)(iv) predator reduces the aphid population; 3 predator takes 8–12 days to make an impact / it took 10 days for the introduced predator to work; relevant comparable quoted data e.g. difference in aphid population with no predator is 215 (255-40) by day 65; 3(c)(v) any two from: 2 prevents predator flying away; prevents new pests / insects landing on the plants; prevents new predators landing on the plants; (so that the farmer knows) it is the harlequin beetle predator that has reduced the aphid population; 3(d) any one from: 1 increased temperatures mean it will not become inactive; native species may die at hotter temperatures / in changed conditions; beetle competitors / predators might die; expand range of beetle; 3(e)(i) plants grown at high density / high crop yield (per unit area); 4 any three from: plants grown without soil / roots are in water that contains nutrients; plants less prone to soil pests; plants can be grown in areas with soil erosion / poor quality soil; plants can be grown inside; plants can be grown in controlled conditions; e.g. controlled lighting yields not dependent on weather conditions / rainfall; crops are not seasonal / can be grown all year; 3(e)(ii) any three from: 3 leads to food shortages; more likely to benefit rich; food could rot if not stored properly; danger of losing (large) quantity of food at one time; fresh food loses nutritional value if stored for long period; idea that food should be distributed to people who are hungry now; 3(e)(iii) any four from: 4 food scarcity; nutritional deficiency / malnutrition; famine / starvation; poverty; forces migration; conflict;

This question in 8291/23 Oct/Nov 2024

2 Fig. 2.1 shows a ghost swift moth. Moths are flying insects. 5 cm Fig. 2.1 (a) ‘Moth Night’ is an initiative for the public to record information about the moths they observe in one evening. (i) The public can either record the total number of moths they observe or the number of each species of moth they observe. Suggest why the public are given these two options. … … [1] (ii) The public report their observations using an online form. The online form asks for weather conditions during ‘Moth Night’. Suggest one benefit of including this data. … … [1] (b) A scientist uses the equipment shown in Fig. 2.2 to record data on moth populations. light source container Fig. 2.2 (i) Explain how the equipment is used to record data on moth populations. … … … … [2] (ii) Suggest why a damp sponge is put into the bottom of the equipment. … … [1] (iii) State two limitations of this method of recording data on moth populations. 1 … … 2 … … [2] (c) The scientist uses the equipment in (b) to record the number of ghost swift moths collected over a 50-year period. Fig. 2.3 shows the results. Content removed due to copyright restrictions. Fig. 2.3 (i) State the range for the number of moths collected. range = … [1] (ii) Use Fig. 2.3 to write two conclusions about the ghost swift moth population. 1 … … 2 … … [2] (d) Moths are pollinating insects. (i) Fig. 2.4 shows the effect of introducing pollinating insects (pollinators) to a field of fruit trees. 20 000 750 15 000 profit in 500 10 000 USD ($) / ha number of fruits per tree 250 5000 0 0 no yes no yes pollinators introduced pollinators introduced Fig. 2.4 Use Fig. 2.4 to explain how pollinators improve food security. … … … … … … [3] (ii) Fig. 2.5 shows the percentage of crops dependent on pollinators in a world region. Key percentage of crops dependent on pollinators > 50% 25 – 49% 10 – 24% N 0 – 9% no data Tropic of Cancer Equator Tropic of Capricorn 0 2000 km Fig. 2.5 Describe the distribution of crops dependent on pollinators. … … … … … [2] (e) Fig. 2.6 shows a food web that includes a moth. owl stoat chiffchaff bluetit moth spider vole ladybird aphid plant not to scale Fig. 2.6 Use Fig. 2.6 to write a food chain that includes a producer and has a total of four trophic levels. … [2] (f) Fig. 2.7 shows a pyramid of numbers for a food chain. Fig. 2.7 Explain why a pyramid of numbers does not need to be a pyramid shape. … … … … [2] [Total: 19]

19 marks

Mark scheme: 2(a)(i) any one from: 1 MP1 not everyone knows the species of moth; MP2 public are not experts in identifying moths; 2(a)(ii) so results across the country can be compared (for different weather conditions); 1 2(b)(i) MP1 light attracts moths; 2 MP2 fall into container; 2(b)(ii) to prevent dehydration (of moths) / for moths to drink; 1 2(b)(iii) any two from: 2 MP1 species other than moths are collected; MP2 only attracts moths active at night; MP3 uses electricity / energy (which is expensive); MP4 non-target species may eat moths; MP5 moths may get killed by flying too close to light; MP6 difficult to use in wet/windy conditions; 2(c)(i) 420; 1 2(c)(ii) any two from: 2 MP1 fluctuating population; MP2 overall decline from year 1 to year 50; MP3 population starts to recover after 32 years; MP4 difficult to determine if moth population declining, requires more data / time ; 2(d)(i) any three from: 3 MP1 increase crop yield / number of fruit on tree; MP2 increase profit; MP3 max two examples of how profit can be used to increase food security e.g. reinvest in seeds / new crops / machinery;; MP4 MP1 leads to lower food prices; 2(d)(ii) any two from: 2 MP1 25–49% / 10–24% are most frequent; MP2 most dependent crops are within the tropics; MP3 relevant quoted data e.g. North America is 10–24% ; 2(e) MP1 plant as first trophic level and four trophic levels total; 2 MP2 arrows pointing correctly; plant → moth → bluetit → owl 2(f) any two from: 2 MP1 shows the total number of individual organisms at each, food chain level / trophic level; MP2 does not take into account biomass of (organisms); MP3 top level may be parasites; MP4 small number of producers could support larger number of smaller consumers / ORA;

This question in 8291/22 May/June 2025

2 Fig. 2.1 shows a ghost swift moth. Moths are flying insects. 5 cm Fig. 2.1 (a) ‘Moth Night’ is an initiative for the public to record information about the moths they observe in one evening. (i) The public can either record the total number of moths they observe or the number of each species of moth they observe. Suggest why the public are given these two options. … … [1] (ii) The public report their observations using an online form. The online form asks for weather conditions during ‘Moth Night’. Suggest one benefit of including this data. … … [1] (b) A scientist uses the equipment shown in Fig. 2.2 to record data on moth populations. light source container Fig. 2.2 (i) Explain how the equipment is used to record data on moth populations. … … … … [2] (ii) Suggest why a damp sponge is put into the bottom of the equipment. … … [1] (iii) State two limitations of this method of recording data on moth populations. 1 … … 2 … … [2] (c) The scientist uses the equipment in (b) to record the number of ghost swift moths collected over a 50-year period. Fig. 2.3 shows the results. Content removed due to copyright restrictions. Fig. 2.3 (i) State the range for the number of moths collected. range = … [1] (ii) Use Fig. 2.3 to write two conclusions about the ghost swift moth population. 1 … … 2 … … [2] (d) Moths are pollinating insects. (i) Fig. 2.4 shows the effect of introducing pollinating insects (pollinators) to a field of fruit trees. 20 000 750 15 000 profit in 500 10 000 USD ($) / ha number of fruits per tree 250 5000 0 0 no yes no yes pollinators introduced pollinators introduced Fig. 2.4 Use Fig. 2.4 to explain how pollinators improve food security. … … … … … … [3] (ii) Fig. 2.5 shows the percentage of crops dependent on pollinators in a world region. Key percentage of crops dependent on pollinators > 50% 25 – 49% 10 – 24% N 0 – 9% no data Tropic of Cancer Equator Tropic of Capricorn 0 2000 km Fig. 2.5 Describe the distribution of crops dependent on pollinators. … … … … … [2] (e) Fig. 2.6 shows a food web that includes a moth. owl stoat chiffchaff bluetit moth spider vole ladybird aphid plant not to scale Fig. 2.6 Use Fig. 2.6 to write a food chain that includes a producer and has a total of four trophic levels. … [2] (f) Fig. 2.7 shows a pyramid of numbers for a food chain. Fig. 2.7 Explain why a pyramid of numbers does not need to be a pyramid shape. … … … … [2] [Total: 19]

19 marks

Mark scheme: 2(a)(i) any one from: 1 MP1 not everyone knows the species of moth; MP2 public are not experts in identifying moths; 2(a)(ii) so results across the country can be compared (for different weather conditions); 1 2(b)(i) MP1 light attracts moths; 2 MP2 fall into container; 2(b)(ii) to prevent dehydration (of moths) / for moths to drink; 1 2(b)(iii) any two from: 2 MP1 species other than moths are collected; MP2 only attracts moths active at night; MP3 uses electricity / energy (which is expensive); MP4 non-target species may eat moths; MP5 moths may get killed by flying too close to light; MP6 difficult to use in wet/windy conditions; 2(c)(i) 420; 1 2(c)(ii) any two from: 2 MP1 fluctuating population; MP2 overall decline from year 1 to year 50; MP3 population starts to recover after 32 years; MP4 difficult to determine if moth population declining, requires more data / time ; 2(d)(i) any three from: 3 MP1 increase crop yield / number of fruit on tree; MP2 increase profit; MP3 max two examples of how profit can be used to increase food security e.g. reinvest in seeds / new crops / machinery;; MP4 MP1 leads to lower food prices; 2(d)(ii) any two from: 2 MP1 25–49% / 10–24% are most frequent; MP2 most dependent crops are within the tropics; MP3 relevant quoted data e.g. North America is 10–24% ; 2(e) MP1 plant as first trophic level and four trophic levels total; 2 MP2 arrows pointing correctly; plant → moth → bluetit → owl 2(f) any two from: 2 MP1 shows the total number of individual organisms at each, food chain level / trophic level; MP2 does not take into account biomass of (organisms); MP3 top level may be parasites; MP4 small number of producers could support larger number of smaller consumers / ORA;

This question in 8291/23 May/June 2025

5 (a) Fig. 5.1 shows the ‘Firelight Toilet’ system. Content removed due to copyright restrictions. Fig. 5.1 The system heats and dries toilet waste to very high temperatures. Electricity is generated by burning the remaining solid toilet waste. This electricity is used to power the toilet and for household use. Excess water is recycled and used to flush the toilet waste. (i) Suggest how the ‘Firelight Toilet’ system reduces water insecurity. … … … … … … [3] (ii) Suggest two benefits of the ‘Firelight Toilet’ system other than reducing water insecurity. 1 … … 2 … … [2] (b) Fig. 5.2 shows data on global clean water availability and demand. Key water demand water availability clean water availability and demand 1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050 year Fig. 5.2 Describe what the data in Fig. 5.2 shows for global clean water availability and demand. … … … … [2] (c) Table 5.1 shows the annual volume of water used by industry in the USA from 1990 to 2010. The USA is a country with a high-income economy. Table 5.1 volume of water year / billion m3 1990 304 1995 300 2000 298 2005 305 2010 248 (i) Plot a line graph of the data. [3] (ii) Suggest two limitations of using this data to predict the global water usage by industry for 2030. 1 … … 2 … … [2] (d) The agricultural industry accounts for 80% of the water used in the USA. State three ways the agricultural industry can reduce water usage. 1 … … 2 … … 3 … … [3] CLES 2025 8291/21/O/N/25 [Turn over

15 marks

Mark scheme: 5(a)(i) any three from: 3 treated toilet waste: M1 better sanitation / reduces risk of diseases / reduces risk of contamination of water sources; M2 named disease or illness e.g. diarrhoea / cholera / dysentery; clean water produced: M3 clean water can be used for named purpose; e.g., irrigation / household use closed system: M4 reduces risk of leakage into water sources; M5 reduces open defecation (prevents water contamination); M6 water (for flushing), is produced from toilet waste / is recycled; M7 less water is used; 5(a)(ii) any two from: 2 M1 provides source of electricity or energy; M2 no chemicals added to toilet (which could contaminate water sources); M3 no pit needs to be dug to store waste; M4 ash can be used as a fertiliser; 5(b) any two from: 2 M1 water demand in increasing; M2 water availability is decreasing; M3 rate of increase and decrease the same; M4 demand exceeds availability in or after 2040; 5(c)(i) M1 axes labels and units: volume of water / billion m3 and all years indicated / year; 3 M2 suitable linear scale whereby plotted data occupies at least half the grid; M3 5 correct plots; 5(c)(ii) any two from: 2 M1 data is for, USA / one country; M2 not all countries are HICs; M3 differing, amounts of industrialisation or needs between rural and urban areas; M4 no data after 2010; M5 unpredictable events (may change industry usage by 2030); 5(d) any three from: 3 M1 improved irrigation / named improvement e.g. trickle drip; M2 growing crops less dependent on high water supply / GM modified drought resistant crops; M3 recycling water; M4 rainwater catchment; M5 mulching / covering soil (to reduce evaporation); M6 wind breaks (to reduce evaporation); M7 limits on water volume (legally) allowed to be used / legislation; 5(e) ground water and permafrost 2nd and 3rd box ticked; 1 5(f) any four from: 4 M1 water source or intake uphill from village; M2 idea of small dam that raises water level locally; M3 idea of source protected from contamination e.g. limited agriculture / no housing; M4 settlement tank / sediments or solids fall to bottom of a tank; M5 pressure break tank; M6 pipes to village; M7 idea of water treatment; e.g. add iodine tablets / chlorination / storage tank / water stand posts / taps M8 not all water taken from source (to maintain the system);

This question in 8291/21 Oct/Nov 2025

5 (a) Fig. 5.1 shows the ‘Firelight Toilet’ system. Content removed due to copyright restrictions. Fig. 5.1 The system heats and dries toilet waste to very high temperatures. Electricity is generated by burning the remaining solid toilet waste. This electricity is used to power the toilet and for household use. Excess water is recycled and used to flush the toilet waste. (i) Suggest how the ‘Firelight Toilet’ system reduces water insecurity. … … … … … … [3] (ii) Suggest two benefits of the ‘Firelight Toilet’ system other than reducing water insecurity. 1 … … 2 … … [2] (b) Fig. 5.2 shows data on global clean water availability and demand. Key water demand water availability clean water availability and demand 1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050 year Fig. 5.2 Describe what the data in Fig. 5.2 shows for global clean water availability and demand. … … … … [2] (c) Table 5.1 shows the annual volume of water used by industry in the USA from 1990 to 2010. The USA is a country with a high-income economy. Table 5.1 volume of water year / billion m3 1990 304 1995 300 2000 298 2005 305 2010 248 (i) Plot a line graph of the data. [3] (ii) Suggest two limitations of using this data to predict the global water usage by industry for 2030. 1 … … 2 … … [2] (d) The agricultural industry accounts for 80% of the water used in the USA. State three ways the agricultural industry can reduce water usage. 1 … … 2 … … 3 … … [3] CLES 2025 8291/23/O/N/25 [Turn over

15 marks

Mark scheme: 5(a)(i) any three from: 3 treated toilet waste: M1 better sanitation / reduces risk of diseases / reduces risk of contamination of water sources; M2 named disease or illness e.g. diarrhoea / cholera / dysentery; clean water produced: M3 clean water can be used for named purpose; e.g., irrigation / household use closed system: M4 reduces risk of leakage into water sources; M5 reduces open defecation (prevents water contamination); M6 water (for flushing), is produced from toilet waste / is recycled; M7 less water is used; 5(a)(ii) any two from: 2 M1 provides source of electricity or energy; M2 no chemicals added to toilet (which could contaminate water sources); M3 no pit needs to be dug to store waste; M4 ash can be used as a fertiliser; 5(b) any two from: 2 M1 water demand in increasing; M2 water availability is decreasing; M3 rate of increase and decrease the same; M4 demand exceeds availability in or after 2040; 5(c)(i) M1 axes labels and units: volume of water / billion m3 and all years indicated / year; 3 M2 suitable linear scale whereby plotted data occupies at least half the grid; M3 5 correct plots; 5(c)(ii) any two from: 2 M1 data is for, USA / one country; M2 not all countries are HICs; M3 differing, amounts of industrialisation or needs between rural and urban areas; M4 no data after 2010; M5 unpredictable events (may change industry usage by 2030); 5(d) any three from: 3 M1 improved irrigation / named improvement e.g. trickle drip; M2 growing crops less dependent on high water supply / GM modified drought resistant crops; M3 recycling water; M4 rainwater catchment; M5 mulching / covering soil (to reduce evaporation); M6 wind breaks (to reduce evaporation); M7 limits on water volume (legally) allowed to be used / legislation; 5(e) ground water and permafrost 2nd and 3rd box ticked; 1 5(f) any four from: 4 M1 water source or intake uphill from village; M2 idea of small dam that raises water level locally; M3 idea of source protected from contamination e.g. limited agriculture / no housing; M4 settlement tank / sediments or solids fall to bottom of a tank; M5 pressure break tank; M6 pipes to village; M7 idea of water treatment; e.g. add iodine tablets / chlorination / storage tank / water stand posts / taps M8 not all water taken from source (to maintain the system);

This question in 8291/23 Oct/Nov 2025