Cambridge IGCSE Environmental Management 0680 — 2007 Oct/Nov Paper 4 · Variant 1

This document consists of 18 printed pages and 2 blank pages. SPA (DR/DR) T22888/4 © UCLES 2007 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education General Certificate of Education Ordinary Level 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, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Study the appropriate Source materials before you start to write your answers. Credit will be given for appropriate selection and use of data in your answers and for relevant interpretation of these data. Suggestions for data sources are given in some questions. You may use the source data to draw diagrams and graphs or to do calculations to illustrate your answers. 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. * 2 9 8 4 4 3 4 7 7 9 * ENVIRONMENTAL MANAGEMENT 0680/04 5014/02 October/November 2007 Alternative to Coursework 1 hour 30 minutes Candidates answer on the Question Paper. Additional Materials: Ruler For Examiner’s Use www.XtremePapers.com

2 0680/04/O/N/07 © UCLES 2007 km 0 1000 N Equator Cameroon Fig. 1 Map of Africa

3 0680/04/O/N/07 © UCLES 2007 [Turn over ✕ ✕ Yaoundé Lake Chad C A M E R O O N N I G E R I A C H A D C E N T R A L A F R I C A N R E P U B L I C REPUBLIC OF THE CONGO GABON EQUATORIAL GUINEA EQUATORIAL GUINEA AT L A N T I C O C E A N 0 200 400 km 600 800 N Key: Capital Adamaoua Highlands International boundaries Lake Baroumbi Fig. 2 Map of Cameroon Cameroon has good natural resources, 70% of the population are involved in farming. However, nearly half the population live below the poverty line. • Area: 475 440sq km • Climate: equatorial in the south and savanna in the north • Population: 16500000 • Population growth rate: 1.93% • Children per woman: 3.5 • Languages: English (official), French (official), 24 African languages • Currency: African franc, 530 franc – 1 US dollar • Exports: crude oil, timber, cocoa beans, aluminium and coffee • Imports: electrical equipment and machinery • Agricultural products: coffee, cocoa, cotton, bananas, livestock and timber

4 0680/04/O/N/07 © UCLES 2007 1 N’Gaoundere cow N’Gaoundere bull Fig. 3 (a) Many farmers on the savanna keep herds of N’Gaoundere cattle, a breed of zebu cattle. They give milk and meat and are adapted to survive the difficult local conditions. The table below shows the average milk yield over nine months from N’Gaoundere cattle. Month Milk yield per cow (litres) March 90 April 85 May 80 June 70 July 70 August 65 September 60 October 50 November 45 Total Fig. 4

5 0680/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 (i) Plot the data on a graph. [4] (ii) In which month was the milk yield highest? …[1] (iii) At what time of year was the milk yield constant? …[1] (iv) Calculate the average milk yield per month over the nine month period. … …[2]

6 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 (b) Milk is an important part of people’s diet and the local population is increasing. Another breed, the Bororo, yields more milk. The farmers have crossed the new Bororo cattle with their own cattle and the new hybrid cows are beginning to give milk. (i) Suggest how each farmer could measure how much milk was collected each day. … …[1] (ii) In the space below draw a table the farmers could use to record their milk yield for one month. [3]

7 0680/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 Profile of part of the Adamaoua Highlands 0 10 20 30 40 50 60 70 80 0 200 400 600 800 1000 1200 1400 1600 1800 2000 A B Kilometres Height above sea level (m) Fig. 5 (c) The tsetse fly causes the death of cattle by infesting them with parasites. The fly does not survive at heights above 1200 metres. (i) Shade Fig. 5 to show where cattle should not be kept. [1] (ii) As height above sea level increases the temperature decreases. The average decrease of temperature with height is 0.6 °C per 100 m. Calculate the temperature at point B if the temperature is 30 °C at point A. … …[2]

8 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 (d) When cattle are taken to the well they need to drink 20 litres of water to allow them to grow and produce milk. A single herdsman can look after 50 cattle and draw water from a well using a rope and bucket. Each animal is given water separately so the herdsman knows when they have had enough water. This takes five hours of continuous work. Herdsman watering cattle individually Fig. 6 (i) How many litres can the herdsman take from the well in one hour? …[1]

9 0680/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 Larger herds can only be given enough water if simple machinery powered by a bullock is used. This system must be operated by two people. The water is poured into troughs for several animals to drink at the same time. Well machinery powered by a bullock Fig. 7 A student recorded the time for one bucket to be filled and emptied. • To raise bucket 60 seconds • To handle bucket on surface 200 seconds • To lower bucket 40 seconds • To fill bucket at well bottom 60 seconds Total time = 6 minutes (ii) Why are the drinking troughs kept away from the well? …[1]

10 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 (iii) Suggest some advantages and disadvantages of using this method of providing water for cattle. Advantages … … … Disadvantages … … …[4]

11 0680/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 2 (a) Cacao is an important crop for export. The cacao trees grow in the hot, humid conditions of southern Cameroon. Black pod disease is a fungus that can cause up to 80% of the crop to be lost. Copper-based fungicides are widely used to control this disease. The farmers make no profit when the cacao price is low. A student wanted to find out if this toxic fungicide was reducing the decomposition of leaves under the cacao trees. The student decided to measure the biodegradation (decomposition) of leaves. The student carried out the following experiment in one field on one farm, using a random sampling method. Plot A no fungicide Plot B fungicide added 20m 20m 20m 20m Key: fence Cacao tree 1m2 quadrat Fig. 8 (i) The student divided one field into two experimental plots A and B. Suggest why the plots were next to each other. … … …[2] (ii) Explain why the student chose random sampling for this experiment. … …[1] (iii) Describe how the student could have placed the quadrats randomly. … …[1]

12 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 The student decided that there were too many leaves to count but noticed that when earthworms come out of the soil and eat the leaves a cast of soil (small heap) is left behind. Cacao leaves and worm casts small pieces of vegetation dragged down by worm earthworm worm cast Fig. 9 (iv) Explain how the activities of earthworms help plants grow. … … …[2] The student counted the number of casts in each quadrat at the end of each week. The data is shown in the table. Week Plot A average number of earthworm casts per quadrat Plot B average number of earthworm casts per quadrat 1 23 15 2 20 16 3 28 15 4 32 17 5 34 16 6 35 17 Fig. 10

13 0680/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 (v) What conclusions did the student come to? … … …[2] (vi) A scientist was very interested in the student’s work but suggested that more work was needed before any recommendations could be made to farmers. The farmers are planting their next crop in three months. Complete the plan for more experiments by filling in the gaps below. • Use the same size experimental area (20m
20m) • Use … farms Reason … … • Use … experimental areas on each farm Reason … … • Take measurements for … weeks Reason … …[3]

14 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 (b) Another group of students tried to find a native fungus that could compete with black pod disease. They collected fungal spores from the native forests and infected each leaf sample with a different native fungus. The results are shown below. Fungal samples growing on cacao leaves infected with black pod disease 1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12 Key: leaf sample with black pod disease black pod disease Start of trial After 10 days petri dish Fig. 11 State the numbers of the fungal samples which (i) spread black pod disease, … [1] (ii) might help control black pod disease. … [1]

15 0680/04/O/N/07 [Turn over For Examiner’s Use © UCLES 2007 The students proposed plans for a field trial of a liquid, which was water containing native fungal spores that the students found had reduced black pod disease. The students found a farmer willing to let them use a field. Plan A Spray three cacao trees with the liquid and three with water. See which trees develop black pod disease. Plan B Spray one cacao tree with liquid and another tree with water. See which tree develops black pod disease first. Plan C Spray one cacao tree with liquid and see if black pod disease develops. (c) Which plan should be carried out? Give reasons for your choice. Plan … Reasons … … … …[3] (d) One student suggested counting the number of leaves and cacao pods with black pod disease. Their results are shown in the table below. Cacao tree Leaves infested with fungus Pods infected with fungus Total pods Treated with the liquid 47 10 23 Untreated 63 15 20 Fig. 12 The farmer looked at this data and asked the students to do more experiments. (i) Explain why the farmer was not satisfied with the results. … … (ii) Suggest two further investigations the students could carry out. … … … …[4]

16 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 3 (a) Lake Baroumbi has many fish species that are found nowhere else in the world (endemic species). People living around the lake catch fish as an important part of their diet. The old people in the villages are worried about the future because they have noticed • the cichlid Stromatepia pindu is only caught once or twice a year • most fish caught are smaller than in the past • the number of boats has increased from 30 to 50 • the boats now go further out into the lake to catch fish • villagers say the weight of fish catches is getting lower • more people now live in the villages (i) Explain why these facts are worrying the old people in the villages. … … … … … … … … … …[5] (ii) Why is fish an important part of villagers’ diet? …[1] (iii) Explain how living near the lake increases the risk of ill health. … … …[2]

17 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 (b) The villagers held a meeting to discuss their future food supplies. Three different proposals were discussed. Proposal 1 Some villagers said it was important to start measuring and recording the fish catch. Proposal 2 Others said that the memories of the old people were strong enough evidence for starting to control fishing activity. Proposal 3 Another group said the villagers should rely less on fish and learn how to keep goats and chickens. (i) Describe how the villagers could accurately carry out proposal 1. … … …[2] (ii) Suggest how proposal 2 could be carried out. … … …[2] (iii) Suggest why some villagers do not want to start farming goats and chickens. … … …[2] (c) The villagers held another meeting to discuss the proposals and decided to ask for help and advice so they could carry out all three proposals at the same time. Explain why this is more likely to lead to sustainable food supplies. … … …[2] [Turn over

18 0680/04/O/N/07 For Examiner’s Use © UCLES 2007 (d) When some scientists visited the village they were given four Stromatepia pindu fish. The fish were taken to a zoo and used to start a captive breeding programme. Suggest how captive breeding programmes could help to maintain biodiversity. … … … … …[3]

20 0680/04/O/N/07 BLANK PAGE 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.

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2007 question paper 0680 ENVIRONMENTAL MANAGEMENT 0680/04 Paper 4 (Alternative to Coursework), maximum raw mark 60 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. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. • CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2007 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. www.XtremePapers.com

Page 2 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0680 04 © UCLES 2007 Cameroon 1 (a) (i) axes correct; axes labelled (yield) litres and at least letters to indicate each month; plots (look for level in June July 1 mark, allow one other error for second mark);; [4] (ii) March; [1] (iii) June and July; [1] (iv) 615/9 = 68.3;; [2] (b) (i) (use ladle/bucket) with volume marks/eq A weight of milk; [1] (ii) suitable table drawn; headings; units (days and litres); [3] (c) (i) shading below 1200 m (allow all across graph or just on land) [1] (ii) 30 – (0.6 x 7) = 25.8(oC);; ecf +1 mark [2] (d) (i) (50 x 20/5 = 1000/5 =) 200; [1] (ii) to prevent contamination/eq/damage to well head/animals fall in; [1] (iii) Advantages: quicker; more cattle watered; less hard work; further detail; AVP; Disadvantages: need a bullock; second person; machinery maintenance; cost of machinery; need skills to work it; AVP; (max 3 if only advantages or disadvantages stated) R more time as a disadvantage [max 4] 2 (a) (i) species/number of trees the same; soil factors;; weather the same; fungus equally spread; AVP e.g. easier to run expt; [2] (ii) so plots equally/fairly sampled/not biased/eq; [1] (iii) co ordinates and random numbers; throw markers/eq; [1] (iv) nutrients recycled; named examples/NPK; digestive enzymes from worms; mixing soil; add humus; improved aeration; improved drainage; AVP; R text i.e. dragging leaves down [2] (v) plot A may have more worms/ora; or worms more active/ora; AVP; [2] (vi) 1–6 farms or repeat on same farm, Reason – check for similar effects/results of fungicide (on other farms) R accurate; Expt areas Reason – to check results (A accuracy); 6–12 weeks Reason – to check that decomposition continues/eq; [3]

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2007 0680 04 © UCLES 2007 (b) (i) 2, 9; [1] (ii) 1, 4, 11; [1] (c) A; controlled expt/described; replication ideas; AVP; [3] (d) (i) similar numbers of pods infected; results could be chance/eq; (ii) Deliberately infect trees – apply two treatments; repeat on another farm; different planting density; check for fungus on trunk/other parts; effects on other species; AVP; e.g. older/younger trees [4] 3 (a) (i) answer related to bullet points as shown below BT1 once or twice a year – so already rare and will become extinct/disappear; BT2 smaller fish – not reaching maturity/breeding condition; more needed to be caught for food; so more work to catch them; BT3 more boats – more pressure on fish stocks; too much fishing effort; BT4 further out – more fishing grounds/species under threat; more dangerous work; BT5 same answers as for BT2;; Use of figures to support; risk of malnutrition/starvation; AVP;; [max 5] (ii) protein/vitamin D/energy; [1] (iii) two appropriate named diseases or waterborne/bred/related diseases;; ref to mosquitoes; ref to specific example of pollution; AVP; R oil pollution [2] (b) (i) count fish/weigh fish; size; separate into species; adults/juveniles; how many boats fishing; record (in table); [2] (ii) quota; control number of boats; fishing days; mesh size; license; time of year; AVP; [2] (iii) do not know how to look after goats; do not want to give up way of life; no money for investment; food supply uncertain; attracts predators; specific environmental problem; AVP; [2] (c) reduced demand for fish; chickens/goats give alternative food supply; AVP; [2] (d) avoid extinction; keep genes for use later/eq; may be able to reintroduce later; AVP; [3]