Cambridge IGCSE Agriculture 0600 — 2013 Oct/Nov Paper 1 · Variant 1

This document consists of 22 printed pages and 2 blank pages. DC (NF/CGW) 57927/4 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 9 8 7 2 8 9 0 8 2 2 * AGRICULTURE 0600/11 Paper 1 October/November 2013 1 hour 45 minutes Candidates answer Section A on the Question Paper. Additional Materials: Answer Booklet/Paper READ THESE INSTRUCTIONS FIRST Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams or graphs. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Electronic calculators may be used. Section A Answer all questions. Write your answers in the spaces provided on the Question Paper. You are advised to spend no longer than 1 hour on Section A. Section B Answer any two questions. Write your answers on the Answer Booklet/Paper provided. Enter the numbers of the Section B questions you have answered in the grid below. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. For Examiner’s Use Section A 1 2 3 4 5 6 7 8 9 Section B Total www.XtremePapers.com

2 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use Section A Answer all the questions. 1 (a) Fig. 1.1 shows three hand tools used to construct a wooden gate. 1 2 3 Fig. 1.1 State the use of each tool in making the gate. tool 1 … tool 2 … tool 3 … [3] (b) Two farm buildings were constructed using the materials shown in Table 1.1. Table 1.1 building A building B walls brick wood floor concrete earth roof iron sheets thatch (i) State and explain which building will stay cooler in very hot weather. building … explanation … … … [2]

3 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (ii) State and explain which building would be more durable (long-lasting). building … explanation … … … … [2] [Total: 7]

4 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use 2 (a) Fig. 2.1 shows the tasks that should be carried out when cleaning a livestock house before re-stocking it. clean all surfaces leave empty for 14 days remove dung apply a disinfectant C D E F Fig. 2.1 List the letters to show the order in which the tasks should be carried out. … … … … [1] (b) For a named type of farm livestock, state three signs that show that an animal is in good health. type of livestock … signs of good health 1 … 2 … 3 … [3] (c) State three actions that should be taken when an outbreak of disease is suspected. 1 … … 2 … … 3 … … [3] [Total: 7]

5 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use 3 (a) Fig. 3.1 shows a series of actions taken to maintain a metal spade after it has been used for digging. G washing H scraping off mud J coating with oil K drying oil Fig. 3.1 (i) List the letters to show the order in which the tasks should be carried out. … … … … [1] (ii) Explain the reasons for the following actions scraping off mud, … … … coating with oil. … … … [3] (b) Tools such as spades often have wooden handles. State two ways in which the handle can be maintained. 1 … 2 … [2] [Total: 6]

6 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use 4 (a) (i) Fig. 4.1 shows the stomach of a ruminant animal. X Fig. 4.1 The letters L, M, N and P show possible functions for structure X. L cellulose broken down by bacteria M food regurgitated to mouth N protein digestion begins P water absorbed What is the function of X? Answer L, M, N or P … [1] (ii) Nutrients in an animal’s diet are digested into simple substances. These have various functions in the body. Complete Table 4.1 with the nutrient, the product of digestion and the function in the body. The first row has been done for you. Table 4.1 nutrient in food product of digestion function in the body fat fatty acids and glycerol energy and warmth starch amino acid [4]

7 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (b) Concentrates are animal feedstuffs that have a high food value in relation to their bulk. Cattle used for milk production may be given a concentrate rich in protein, to supplement their grazing. Table 4.2 compares the concentrate requirements, for different levels of daily milk production, in cattle on good and poor pasture. Table 4.2 milk produced / litres concentrate required with good pasture / kg concentrate required with poor pasture / kg 5 0 1 10 3 4 15 5 7 (i) Using the information in Table 4.2, explain the advantages of good pasture in commercial milk production. … … … … [2] (ii) State three ways in which pasture can be improved. 1 … … 2 … … 3 … … [3] [Total:10]

8 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use 5 (a) Fig. 5.1 shows a section through a bean flower. Fig. 5.1 On Fig. 5.1 (i) use letter Q and a label line to label a structure that produces pollen, (ii) use letter R and a label line to label an ovule. [2] (b) Fig. 5.2 shows two maize cobs. One has yellow grains and the other has white grains. The colours are controlled by alleles. Yy yellow grains yy white grains Y = allele for yellow grains y = allele for white grains Fig. 5.2 (i) What is the correct definition of an allele? S a cell nucleus T a chromosome U a reproductive cell W an alternative form of a gene Answer S, T, U or W … [1]

9 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (ii) Using the information in Fig. 5.2, explain what is meant by the terms genotype, … … … … phenotype. … … … … [4] (c) Fig. 5.3 shows the method for propagating banana plants. main stem sucker cut Fig. 5.3 Bananas do not produce viable seed so a new plant is produced by cutting and planting a section of a mature plant, called a sucker. What is the name of this type of reproduction? … [1] [Total: 8]

10 0600/11/O/N/13 © UCLES 2013 QUESTION 6 STARTS ON PAGE 11

11 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use 6 (a) Fig. 6.1 shows the relationship between the number of weeds per square metre in a cereal crop and the loss in percentage yield. 40 30 20 60 number of weeds per m2 80 100 40 20 0 percentage loss of yield 0 10 Fig. 6.1 Use the graph to find (i) the percentage (%) yield lost at 40 weeds per m2, …% [1] (ii) the weed population causing a yield loss of 30%. … weeds per m2 [1] (b) (i) State two ways in which weeds compete with a crop to reduce the yield. 1 … 2 … [2] (ii) State one way, other than competition, in which weeds can reduce the yield of a crop. … … [1]

12 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use (c) Fig. 6.2 shows part of a label from a bottle of herbicide. 2. Use protective clothing. CAMSPRAY FOR USE ONLY AS AN AGRICULTURAL HERBICIDE PRECAUTIONS Rates of Use Dilute 8 litres of CAMSPRAY in 200 litres of water per hectare 1. Wear protective clothing. 5. Wash hands and exposed skin before eating. 6. Do not contaminate ponds and waterways. 7. Store in original container. 8. Do not spray in windy weather. Fig. 6.2 (i) What is the correct amount of herbicide that should be mixed with 10 litres of water? A 0.2 litres B 0.4 litres C 2.0 litres D 4.0 litres Answer A, B, C or D … [1]

13 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (ii) Explain the reasons for the following precautions, listed on the label. 7. Store in original container. … … … … [2] 8. Do not spray in windy weather. … … … … [2] [Total: 10]

14 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use 7 (a) Fig. 7.1 shows an experiment to investigate the conditions needed for the germination of seeds. The seeds were placed on cotton wool in glass tubes. dry seed cotton wool moist moist moist, light excluded 1 2 3 4 25°C 25°C 4°C 25°C black card Fig. 7.1 The results are shown in Table 7.1. Table 7.1 tube 1 tube 2 tube 3 tube 4 seeds did not germinate seeds germinated, grew normally, leaves were green seeds did not germinate seeds germinated, plants became long and thin, leaves yellow (i) From this experiment, which conditions are essential for germination of the seeds? light warmth water E ✓ ✓ ✓ F ✓ ✓ G ✓ H ✓ ✓ Answer E, F, G or H … [1] (ii) State one other requirement for germination, not shown in this experiment. … [1]

15 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (b) Students sowed beans and lettuce in their school garden. They sowed both types of seed at a depth of 4 cm. Fig. 7.2 shows bean seeds and lettuce seeds. bean seeds lettuce seeds 0 10 20 mm 30 Fig. 7.2 Many bean seedlings emerged but few lettuce seedlings emerged. Using information from Fig. 7.2, suggest an explanation for this. … … … … [2] (c) (i) When seeds are sown, the bed is watered and then covered with dry grass. This helps to prevent soil capping. State what is meant by soil capping. … … [1] (ii) Suggest one other reason for covering the seed-bed. … … [1] [Total: 6]

16 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use 8 (a) What is the name given to the growing of crops using a soilless medium and a nutrient solution? J aquaculture K hydroponics L irrigation M organic Answer J, K, L or M … [1] (b) (i) Fig. 8.1 shows four sacks of inorganic fertiliser. Fertiliser N:P:K 1:3:1 P Fertiliser N:P:K 1:2:3 Q Fertiliser N:P:K 2:1:2 R Fertiliser N:P:K 3:1:1 S Fig. 8.1 Which sack contains the highest proportion of potassium? Answer P, Q, R or S … [1] (ii) A farmer may use an organic fertiliser such as animal (kraal) manure. State one advantage and one disadvantage of using this type of organic fertiliser. advantage … … disadvantage … … [2]

17 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (c) A farmer constructs a pond. He stocks it with fish which are then caught and sold as food. The fish eat algae (microscopic green plants) in the water. (i) The farmer adds a small quantity of animal manure to the pond. Suggest a reason for this. … … … … [2] (ii) If too much manure is added to the pond, the fish die. Explain why this happens. … … … … [2] [Total: 8]

18 0600/11/O/N/13 © UCLES 2013 QUESTION 9 STARTS ON PAGE 19

19 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use 9 A farmer has a piece of land that he wants to use to grow a cereal crop. (a) He takes a single sample of soil from the middle of the field and carries out a test to find the pH of this soil. Fig. 9.1 shows the result of the test. 3 8 4 7 5 6 soil pH meter Fig. 9.1 (i) Does the result of this test indicate that the soil is acid, alkaline or neutral? Draw a circle round the correct answer in the list below. acid alkaline neutral [1] (ii) Explain why the farmer should test more than one soil sample from the field. … … … … [2] (iii) The farmer wants to increase the pH of the soil in the field before planting his crop. Suggest one way in which this could be done. … [1]

20 0600/11/O/N/13 © UCLES 2013 For Examiner’s Use (b) The crop that the farmer wants to grow is a cereal called sorghum. Fig. 9.2 shows the temperatures and average rainfall, throughout the year, in the farmer’s local area. J F M A M J J month maximum minimum temperature rainfall A S O N 100 2 10 18 26 34 50 0 D rainfall/mm temperature/°C J F M A M J J month A S O N D Fig. 9.2 Sorghum needs • hot temperatures when the grains are developing and it may be damaged by temperatures close to 0 °C, • 300–400 mm of rainfall during the growing period. The variety of sorghum that the farmer grows takes about four months from sowing to maturity. Using the information in Fig. 9.2 (i) state why these climatic conditions would be suitable for growing sorghum, … … … [2]

21 0600/11/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (ii) suggest a month in which the sorghum should be planted and give reasons for your answer. month … reasons … … … … [2] [Total: 8]

22 0600/11/O/N/13 © UCLES 2013 Section B Answer two questions. Write your answers on the separate paper provided. 10 (a) For a named crop, describe the land preparation needed for sowing or planting. [4] (b) For the crop that you have named in (a) (i) state the name of a disease that affects this crop, [1] (ii) describe the signs of this disease, [3] (iii) state and explain the methods that can be used for prevention and control of this disease. [7] 11 (a) For a named crop-growing enterprise, outline the records that should be kept. [7] (b) Describe and explain the factors that a farmer should consider when deciding which crops to grow. [8] 12 (a) Describe and explain what is meant by the water cycle. You may use a diagram to explain your answer. [8] (b) (i) State what is meant by the term irrigation. [1] (ii) Describe one method of irrigating a field crop. [3] (iii) Outline the advantages and disadvantages of this method of irrigation. [3] 13 (a) Describe and explain what is meant by photosynthesis. [6] (b) (i) State how the products of photosynthesis are moved around the plant. [3] (ii) Explain, using named examples, how and why parts of a plant are modified for food storage. [6] 14 (a) Describe the ways in which mineral particles in soil are formed by the weathering of rocks. [8] (b) Soil also contains decaying organic matter and living organisms. Describe and explain the importance of each of these two components in supporting the growth of plants. [7]

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24 0600/11/O/N/13 © UCLES 2013 BLANK PAGE Copyright Acknowledgements: Question 9b Figure 2.2 © www.southtravels.com/Africa/Botswana/weather.html; 9 August 2011. Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2013 series 0600 AGRICULTURE 0600/11 Paper 1, maximum raw mark 100 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge will not enter into discussions about these mark schemes. Cambridge is publishing the mark schemes for the October/November 2013 series for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 Mark schemes may use these abbreviations: • ; separates marking points • / alternatives • ® reject • A accept (for answers correctly cued by the question) • (I) ignore • AW alternative wording (where responses vary more than usual) • AVP additional valid point (where there are a variety of possible additional valid answers) • underline actual word given must be used by candidate (grammatical variants excepted) • D, L, T, Q quality of drawing/labelling/table/writing as indicated by mark scheme • max indicates the maximum number of marks that can be given • eq equivalent • ORA or reverse argument • IDEA OF where candidates are expected to make an argument which expresses a particular idea, but the ways in which they will do this will be many and varied • ref. explained reference to • italics introductory statements or additional comment on the marking points

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 1 (a) tool 1 sawing wood; tool 2 hammering nails; tool 3 inserting / tightening screws; [3] (b) (i) building B – thatch insulates against sun’s heat; air in building not warmed; ORA iron conducts heat from sun; which warms air in building; [2] reject building better insulated (ii) building A – brick / iron / concrete resist fire; weathering; pest damage; ORA iron better as thatch weathers; catches fire; [2] reject materials stronger / durable unless qualified [Total: 7] 2 (a) E C F D; [1] (b) refer and correctly relate to named animal: temperature; dung / urine; behaviour – isolated; demeanour – alert; eyes bright; no discharge from eyes / nostrils; skin / fur / feather condition; body condition; feeding well; [max 3] accept reference to external / internal parasites (c) isolate diseased animals; call vet; restrict movement of animals on / off farm; restrict human movement; introduce hygiene measures, e.g. foot baths / clean house; [max 3] reject vaccination reject inform the authorities [Total: 7] 3 (a) (i) H G K J; [1] (ii) scraping mud – prevents rusting; easier to use next time; prevents disease spread; coat with oil – excludes water / air at surface; protects surface; [max 3] (b) store in dry conditions; treat with preservative / oil; paint / varnish; treat with chemical to deter insects / fungi; [max 2] [Total: 6]

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 4 (a) (i) L; [1] (ii) nutrient in food product of digestion function in the body maltose / glucose energy protein growth / repair [4] (b) (i) good pasture requires less concentrates; to achieve same milk production; [2] reject reference to health or other comments which do not relate to table (ii) use fertiliser; liming; plant improved grasses / leguminous plants; control weeds / bushes; [3] [Total: 10] 5 (a) (i) label Q to anther; [1] (ii) label R to any of the four ovules; [1] (b) (i) W; [1] (ii) genotype – genetic constitution / genes / alleles present in organism; reference made to Fig. 5.2, e.g. Y and y; [2] phenotype – observable characteristics shown by an organism; reference made to Fig. 5.2, e.g. yellow and white grains; [2] (c) asexual / vegetative; [1] [Total: 8] 6 (a) (i) 10; [1] (ii) 88; [1] (b) (i) compete for minerals or nutrients; water; light; root space or leaf space; [max 2] (ii) harbour pests or diseases / interfere with harvesting crop; [1]

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 (c) (i) B; [1] (ii) 7 – so label refers to contents; thus dilution levels known / restrictions of use given / prevents misuse; other containers may be unsuitable; [max 2] AVP explanations needed in both 8 – avoid drift to other crops; operator; water courses; target plant missed so reduced efficiency / wastes money; [max 2] [Total: 10] 7 (a) (i) F; [1] (ii) oxygen / air; [1] (b) lettuce seeds small; do not have sufficient food store / energy to emerge; [2] (c) (i) formation of hard crust on soil surface; [1] (ii) to retain water / reduce evaporation / prevent high soil temperature; [1] [Total: 6] 8 (a) K; [1] (b) (i) Q; [1] (ii) advantage – available / cheap / improves soil structure; [1] disadvantage – bulky or difficult to transport / smell / difficult to spread / nutrient content variable or not known; [1] accept slow release accept introduce fungi (c) (i) manure high in N / nutrients; encourages algal growth; [2] (ii) too much algal growth; decay by bacteria uses up oxygen for fish; [2] accept one mark for eutrophication [Total: 8]

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 9 (a) (i) acid; [1] (ii) pH might vary in field so samples needed / obtain average sample; one result not scientifically valid / could be anomalous; [2] (iii) adding lime; [1] (b) (i) temperatures never reach 0 °C; November to March provide high temperatures needed; provide sufficient total rainfall; use information from table [max 2] (ii) October / November / December; provides optimum conditions of temperature and rainfall for the four months / period needed to grow sorghum; [2] [Total: 8] 10 (a) clearing – e.g. slasher / stumping / removal of previous crop; primary cultivation, e.g. plough / rotivator; secondary cultivation, e.g. rake / harrow / levelling; other detail – use of fertiliser / herbicide; removal / burning of weeds; reference to fine tilth; [max 4] if no crop name given then no mark for disease in (b)(i) (b) (i) appropriate named disease; [1] reject general names – fungal / viral / bacterial (ii) part affected – leaves / stems; symptoms of infection – black spots / white hair; effects – wilting / death; [3] (iii) no plant – no mark spray fungicide; detail; crop rotation; breaks life of disease / pest; weed control; may harbour disease; pest control; pests act as vectors; pests eat / suck juices from crop; removing old crop; removes any diseased material; burning; destroys any diseased material; use clean seed; no infection introduced; [max 7] max 4 for four methods without explanation method 1 mark, explanation 1 mark reject references to pests unless related to them as vectors of the disease [Total: 15]

Page 7 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 11 (a) crop / seed used; area used / place in rotation; date of sowing; germination percentage; herbicide treatment; pest treatment; weather conditions; irrigation; date of harvest; yield; input costs / financial records; sales / returns; profit; labour costs; [max 7] (b) factor explanation altitude; wind / temperature; aspect; sunlight / temperature / wind; slope; drainage; climate; temperature range / rainfall soil type; pH / drainage, etc. [max 2] location / area; labour availability; road access; water availability; [max 2] crop demand / market; suitable cultivar available; to give enough time to mature; [max 2] costs labour; seeds; named fertilisers; fertilisers; [max 2] [8] [Total: 15] 12 (a) cycle indicated; evaporation; from land / body of water; sun providing heat; condensation / clouds; rain / hail / snow; percolation into soil / drainage; reference to water table; run-off; water into plants; transpiration from; water into animals; loss by breathing; [max 8] accept from diagram or text

Page 8 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 (b) (i) artificial supply of water [1] (ii) source method detail river; channels; slope to ensure flow; pipe source; sprinkler; rotating valve; pipe source; trickle; series of nipples; [max 3] (iii) advantages disadvantages channels cheap; channels erode / disintegrate; water evaporates; trickle; targets particular area; pipe gets in way of cultivation; sprinkler; good control; expensive to set up; needs high pressure; [max 3] AVP at least 1 advantage and 1 disadvantage no mark for method [Total: 15] 13 (a) definition of process; carbon dioxide in; water in; oxygen out; carbohydrate formed; chlorophyll; acts as a catalyst; light / sun; provides energy; location – palisade layer of leaf; reference to other pigments; [max 6] equation only – max 4 marks (b) (i) translocation; in phloem; as sugars / glucose; in solution; from source to root; concentration gradient / mass flow; flow requires energy; function of companion cell; [max 3]

Page 9 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0600 11 © Cambridge International Examinations 2013 (ii) examples– how modified– onions; bulb leaves; potato; stem tuber; sweet potato; root tuber; dicotyledons; pith; cortex; seeds / fruits; cotyledon / ovary; [max 4] why modified– allows for dormant phase; provides food for new plant; supports growth of seedling; provides food for dispersing animals; [6] [Total: 15] 14 (a) rain drops – physical impact; dissolve some materials; wind – blowing particles that erode; glaciers / snow – grinding; flowing water – river flow acts to scour; carry particles which collide with other particles / erode bank; sea waves; physical impact; temperature – hot cold; cause defoliation; freeze thaw; ice expands in rocks; water and CO2 – form carbonic acid; dissolves rock; [max 8] (b) decaying matter provides nutrients for growth; gives soil structure for roots; e.g. helps aeration; aids drainage; holds water; binding agent; supports microorganisms which release nutrients for plants; cycle nutrients, e.g. carbon cycle; converts chemicals NO2 → NO3; fixes nitrogen; [max 4] organisms e.g. worms and plant roots; calcium excreted to maintain pH; urine / faeces excreted; mix soil layers; worms burrow / plant roots penetrate; allows aeration / drainage; [max 3] [Total: 15]