Cambridge IGCSE Environmental Management 0680 — 2012 May/June Paper 2 · Variant 2

This document consists of 15 printed pages and 1 blank page. DC (NH/SW) 48006/3 © UCLES 2012 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 1 3 4 3 5 7 8 6 9 8 * ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 May/June 2012 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Ruler 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 both questions. 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 1 2 Total www.XtremePapers.com

2 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use 1 (a) Look at the sketch of a weather station. A B C D (i) Name the weather elements recorded by the instruments marked A–D. A … B … C … D … [4] (ii) Describe how the highest and lowest temperatures of the day are measured and recorded at a weather station. … … … … …[3]

3 [Turn over 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (b) Look at the climate graph for Manila in the Philippines in East Asia. Average temperature and precipitation in Manila (latitude 14 °N) J 0 100 200 300 precipitation (mm) temperature (°C) 400 500 0 5 10 15 20 25 30 0 5 10 15 20 25 30 0 100 200 300 400 500 F M A M J J A S O N D (i) Complete the climate graph by plotting these monthly temperature values for Manila using a line graph. J F M A M J J A S O N D °C 25 26 27 29 29 28 27 27 27 27 26 25 [3] (ii) State the annual temperature range in Manila (the difference between the highest and lowest monthly temperatures). …[1] (iii) Describe what the graph shows about the distribution of rainfall during the year in Manila. … … …[2]

4 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (iv) Suggest a reason why the temperature in June and July is lower than in April, although the sun is shining from a higher angle in the sky in mid-summer. … …[1] (c) (i) Farming in the Philippines is dominated by crop growing. Describe how the climate is favourable for crop growing. … … … … …[3] (ii) Rice is the most important food crop grown in the Philippines, the staple food in most of the country. Along with corn (maize) it accounts for half of the total crop area. Another quarter of cropland is planted with coconuts, an important export earner. Smaller amounts of sugar cane and pineapples are also exported. From the crops named, give one example of a subsistence crop and one example of a commercial crop in the Philippines. subsistence crop … commercial crop … [1] (iii) What are the main differences between subsistence and commercial types of farming? … … … …[2] (iv) The system of farming often used for growing crops such as coconuts and sugar cane is plantation farming. Describe some of the distinctive characteristics of plantation farming. … … … … …[3]

5 [Turn over 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (d) Look at the world map showing main areas of formation and tracks (directions of movement) of cyclones. Cyclones: main areas of formation and tracks followed Key: Main areas of formation of cyclones Main tracks followed (i) Describe where the main areas of cyclone formation are located. … … … … …[3] (ii) What is similar about the tracks followed by cyclones as they move away from the areas of formation? … … …[2] (iii) The main months of the year for the formation of tropical cyclones in the northern hemisphere are between July and November. Give the reasons for this. … … … …[2]

6 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (e) Read the information about two cyclones in East Asia in 2009. Cyclones which form in the South China Sea are called typhoons. Philippines – average income per head per year US$1,040 Typhoon Ketsana September 2009 • nearly 300 deaths • heaviest rains for over 40 years • floods affected over 80 percent of Manila, the capital city • large parts of Laguna in eastern Manila, where more than 300,000 people live in shanty towns, were still flooded 12 days later Comment – vast flooding was largely the result of insufficient and inadequate drainage General comment – high numbers of deaths every year from cyclones creates a cycle of poverty; people are constantly recovering from previous cyclones, making it more difficult for them to afford to take preventative measures ready for the next one Japan – average income per head per year US$36,170 Typhoon Melor October 2009 • 2 deaths from falling trees • at least 27 people injured • gusts of wind up to 198kph were recorded • violent winds damaged homes and uprooted trees; heavy rains increased the risk of landslides Comment – after warnings from the Weather Office, many people were evacuated into shelters by the Disaster Management Agency before the cyclone arrived General comment – the threat of natural disasters in developed countries like Japan encourages technological improvement to make the effects of the next cyclone less damaging than those of previous cyclones (i) Explain why cyclones, like these two Asian typhoons, are dangerous for people and can lead to considerable loss of life and injury. … … … … … …[3]

7 [Turn over 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (ii) The UN (United Nations) estimates that • total numbers of people affected by cyclones each year in the Philippines and Japan are similar, • 17 times more people die in the Philippines from cyclones than in Japan. With the help of the information given in the boxes, explain as fully as you can why more people die in the Philippines from the effects of cyclones than in Japan. … … … … … … … … … …[5] (iii) Is it ever going to be likely that all deaths from cyclones can be avoided? Explain your view about this. … … … …[2] [Total: 40 marks]

8 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use 2 (a) Look at the graph showing the importance of different energy sources in 2009. World energy consumption by source (2009) oil coal natural gas biomass and waste nuclear hydro electric and other renewables (i) On the graph, shade in the sectors showing energy from fossil fuels. [1] (ii) Describe what the graph shows about the importance of fossil fuels for world energy consumption in 2009. … … … …[2] (iii) Approximately what percentage of total world energy consumption in 2009 came from coal? …[1]

9 [Turn over 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (b) Look at the diagrams which show one method used for mining coal. Coal mine shafts train coal cutter other rocks coal seam surface towers A Coal cutter B (i) What is the purpose of the shafts and towers shown on diagram A? … … …[2] (ii) Using both diagrams, describe how the coal is being mined. … … … … …[3]

10 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (iii) Would you describe this as an old or a modern coal mine? Explain your answer. … … … …[2] (c) Mining is dangerous work. Read this newspaper report about what happened in a Chinese coal mine in March 2010. 123 workers trapped by flooding The vast Wangjialing coal mine in northern China is estimated to have 2.3bn tonnes of coal reserves, including over 1 billion tonnes of proved reserves. Yesterday underground water rushed into the mine where 261 people were working. Only 138 managed to escape the flood waters. China’s coal mines are well known for being some of the world’s most dangerous. Earlier this month, 25 people died in a coal mine fire in central China. Last November, 108 men were killed when an explosion blasted through a coal mine belonging to another state owned company. 2009 was a bad year; there were two other explosions which killed more than 50 workers. Safety standards are often ignored to try to meet the ever rising demand for coal. Coal supplies 70 per cent of China’s energy needs. (i) State the four different reasons for the loss of life in China’s coal mines, mentioned in the newspaper report. … … …[2] (ii) Explain why the dangers of working in opencast coal mines are less than in deep mines. … … … … … …[3]

11 [Turn over 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (iii) Suggest reasons why mining safety is much better in some countries than in others. … … … … … … … … …[4]

12 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (d) (i) Coal is often said to be a dirty fuel compared with other fuels. One type of pollution, for which coal fired power stations are blamed most, is acid rain. Name the gases from coal fired power stations which cause acid rain. …[2] (ii) The map shows acid rain and its effects in part of Europe. It was most serious in the 1970s. Acid rain in northern Europe SWEDEN NORWAY UNITED KINGDOM GERMANY FRANCE NETHERLANDS ICELAND North Atlantic Ocean North Sea Norwegian Sea Baltic Sea N main w ind di recti on How does the map show that acid rain can be an international problem? … …[1] (iii) Explain fully why the trees in the north of the UK on the map are shown in a different way from those in Sweden. … … … … … …[3]

13 [Turn over 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (e) (i) The problem of acid rain in northern Europe is less now than it was in the 1970s. Describe what has been done to reduce the problem of acid rain pollution from coal fired power stations. … … … …[2] (ii) Why is finding a solution to acid rain and other types of air pollution slower because they are international problems instead of just being a national problem? … … … … … …[3]

14 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (f) Look at the divided bar graphs showing how electricity is produced in three north European countries. (They are named on the map of acid rain). Percentage of electricity production by source in Iceland, Norway and Sweden (2008) 0 Iceland Norway Sweden 10 20 30 40 50 60 70 80 90 100 percentage HEP geothermal natural gas nuclear wind and other renewables Key: (i) How much of Iceland’s electricity comes from renewables? …[1] (ii) Look back to the pie graph of world energy consumption in part (a). How important are renewables for electricity production in these three north European countries compared with their importance in total world energy consumption? … … … … …[3]

15 0680/22/M/J/12 © UCLES 2012 For Examiner’s Use (iii) Give reasons why types of renewable energy sources, and amounts used, vary greatly between different countries. … … … … … … … … … …[5] [Total: 40 marks]

16 0680/22/M/J/12 © UCLES 2012 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. BLANK PAGE

UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0680 ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2, maximum raw mark 80 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 must be read in conjunction with the question papers and the report on the examination. • Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 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: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 General notes Symbols used in Environmental Management mark schemes. / separates alternatives for a marking point – other valid ways of expressing the same idea are also credited ; separates points for the award of a mark [3] indicates the number of marks available [max 3] the number shows the maximum number of marks available for the question where there are more marking points than total marks available [max 3] when part of the marks of a question must come from part of the mark scheme, this is indicated by non-bold marks showing the internal maxima for different parts of the question these non-bold marks are also used to show marks for bands where banded mark schemes are used italic indicates that this is information about the marking points and is not required to gain credit italic text is also used for comments about alternatives that should be accepted, ignored or rejected ora or reverse argument – shows that an argument from an alternative viewpoint will be credited AW alternative wording, sometimes called ‘or words to that effect’ – AW is used when there are many different ways of expressing the same idea ( ) the word / phrase in brackets is not required to gain marks but sets the context of the response for credit e.g. (nuclear) waste – nuclear is not needed but if it was described as a domestic waste then no mark is awarded volcanic underlined words – the answer must contain exactly this word ecf error carried forward – if an incorrect answer is given to part of a question, and this answer is subsequently used by a candidate in later parts of the question, this indicates that the candidate’s incorrect answer will be used as a starting point for marking the later parts of the question

Page 3 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 1 (a) (i) A wind direction; B wind speed; C rainfall / precipitation; D sunshine; [4] (ii) using maximum and minimum thermometers / Six's thermometer; taking readings from the bottom of the metal indices in both thermometers; doing this once a day and resetting the indices on top of the mercury and alcohol columns; placing the thermometers in the shade in the Stevenson's screen / white wooden box; AVP e.g. further details about the maximum and minimum thermometers and how they work and are read; [3] (b) (i) at least 10 accurate plots; 12 accurate plots centred; Line used to link the values plotted; [3] (ii) 4 ºC; [1] (iii) descriptive material – wet or very wet from May to November / in summer AND (reasonably) dry/much drier from December / January to April / in winter; clear recognition – of two seasons; no marks are separately reserved for quoting of monthly rainfall totals, but their inclusion could help confirm recognition of the two seasons [2] (iv) more cloud cover / rainfall so less direct sunlight; accept a more indirect answer referring to monthly rainfall totals (33 mm compared with 254 mm and 432 mm) [1] (c) (i) all year growing season/high temperatures above 25 ºC all year; huge amounts of summer rainfall (over 2000 mm); ref. to storing some of this for crop use during the drier winter; ref. to the importance of heat and water for crop growth; ref. to potential for two or three crops a year; [max 3] (ii) subsistence crops – rice / corn (maize) AND commercial crops – coconuts / sugar cane / pineapples; both needed for the mark. [1] (iii) subsistence commercial mainly for own consumption is for sale; small-scale / small farms large-scale / large farms; more reliance on human and animal power mechanised; wider variety of crops / mixed farming with animals more specialised / perhaps one crop plantations / monoculture; low inputs / investments high inputs / large investments; [max 2] it is possible that there will be two differences within one full two sided statement (iv) mainly grow only one crop / monoculture; two or more examples of typical plantation crops e.g. bananas, sugar cane, pineapples,

Page 4 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 coffee, tea; large scale / cover big areas of land; many owned by big companies / examples of foreign companies / multinationals; ref. to high inputs including mechanisation / irrigation / use of chemical fertilisers / pesticide / insecticide sprays;; export orientated; [max 3] (d) (i) all form within / around the tropics; in the Pacific Ocean off the coasts of SE Asia (or some named countries ) and Australia / AW; in the Indian Ocean north of the Equator in Bay of Bengal and Arabian Sea / AW; more extensive area of formation south of the Equator between Australia and Africa / AW; in the Atlantic to the east the Caribbean and the south east of the USA / AW; [max 3] (ii) early direction of movement is mostly from east to west; then curved tracks out of the tropics / towards more temperate latitudes, all finish by tracking northwards in the northern hemisphere and southwards in the southern hemisphere / towards the poles; [max 2] (iii) Sea water temperatures in areas of formation are at their highest (at least 25 ºC); constantly rising warm moist air in the low pressure is what drives and sustains cyclones / more evaporation of water leading to cyclone formation; [2] (e) (i) Strong and violent winds and heavy rains accompany cyclones / AW; high winds damage buildings which can injure / kill people; high winds bring down trees which can injure / kill people heavy rains cause flooding so people drown; heavy rains cause landslides on steep slopes so that houses / people are buried by soil / mud / rocks; [max 3] (ii) answers which go little further than identifying appropriate information given in the boxes general answers relying upon just one or two valid points [max 2] better answers use the information and explain more fully the factors responsible for the differences some answers may be unbalanced with more written about one of the two countries than the other [max 4] good answers which are well written covering a range of relevant factors differences between the two countries made very clear [max 5] Helpful information in the boxes Philippines 'flooding largely the result of insufficient and inadequate drainage' 'cyclones create a cycle of poverty' which makes 'it more difficult for them to afford to take preventative measures ready for the next one' Japan 'after warnings from the Weather Office, many people were evacuated into shelters by the disaster management agency before the cyclone arrived.' 'the threat of natural disasters in developed countries like Japan encourages technological improvement'

Page 5 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 factors, therefore, which help to account for differences in loss of life from cyclones between Philippines and Japan are human and include poverty and wealth level of technology degree of preparedness administrative efficiency and organisation all of these are shown to be positive and high in Japan these can be supported by references to what can be done to alleviate the effects of cyclones; the syllabus mentions improved forecasting appropriate settlement patterns and buildings disaster relief [max 5] (iii) marks for view explained candidate takes the view that this is unlikely / impossible strength, power and force of very strong cyclones make it highly unlikely humans can ever fully defeat the immense power and fury of nature unpredictability cyclones can strike big cities with millions of people, from which a full evacuation would be impossible some people are always unwilling to leave homes, often from fear of looters candidate takes the view that this is likely / possible technology is improving all the time weather satellites and computer models are becoming more sophisticated at tracking and predicting cyclones shelters stocked with drinking water and food can prevent all loss of life from cyclones better built / concrete housing [max 2] [Total: 40]

Page 6 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 2 (a) (i) shading of all three sectors for oil, coal and natural gas only; [1] (ii) they are the top three / three largest; accounting for about 80 % of the total energy consumption; allow ecf from (a)(i) for [max 1] [2] (iii) ¼ / quarter / 25–27%; [1] (b) (i) surface towers – lifting gear / AW; ventilation pumps / AW; [max 1] shafts route for miners to reach the coal seam; for coal / waste to be removed / ventilation path; [max 1] [2] (ii) the coal cutter digs the coal from the seam; the cutter has giant mechanical teeth to bite into the coal / AW; ref. mechanical / metal pit props to support the tunnel roof; the loose coal is carried away by train; [max 3] (iii) the best answers will refer to the characteristics of both old and modern coal mines in order to support the choice of modern mine highly mechanised; details e.g. machinery instead of men doing the work underground / in an old mine men would be cutting into the coal with picks ands shovels; ref. recent/modern looking buildings on the surface; mine is not in the middle of a mining settlement / mine is shown in the middle of open countryside; [max 2] (c) (i) flood or equivalent / fire / explosions / safety standards often ignored;; four [2] two or three [1] [2] (ii) opencast mine – all work is done in the open air / on the surface; more of the work can be done by machines; roof collapses do not exist; not possible to get build-ups of gas leading to explosions and fires; if there is an accident it is easier for emergency treatment to be provided; [max 3] (iii) safety rules vary from country to country; variable degree to which safety standards are enforced; greater health and safety culture in some countries; safety costs countries money; richer / developed countries can better afford the safety supervision; if a country depends on minerals for export, the emphasis can be on production rather than safety; age and condition of the mines; extent to which they have been modernised; type of mining / physical conditions; how deep underground the mines extend; named example e.g. gold mines in South Africa are the world's deepest; extent of underground geological problems; whether the mining is official or unofficial; named example e.g. illegal mining in frontier regions of Brazil; [max 4]

Page 7 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 (d) (i) sulphur dioxide; oxides of nitrogen; (accept named i.e. nitric / nitrous oxide / nitrogen dioxide) [2] (ii) pollution from the UK / Germany / one group of countries, being carried by the wind to other countries / Norway / Sweden / Scandinavia, making it an international problem / AW; [1] (iii) main wind direction is south west / from south west to north east; pollution from coal fired stations is carried away from the UK; so trees in northern UK unaffected by the acid rain; acid rain (in Sweden) increases soil acidity; causes faster leaching of soil nutrients / calcium / potassium; manganese / aluminium released from soils and harm roots; long-term causes trees shed their leaves / needles and die / AW; [max 3] (e) (i) flue gases from chimneys can be 'scrubbed' / ref. filters / AW; ref. flue gas desulphurisation / FGD; details of FGD e.g. removing sulphur by using a mixture of limestone and water; nitrogen oxides removed by catalytic reaction with ammonia / equivalent; [max 2] (ii) problems are less in the producing country; reducing gas emissions costs money and increases the cost of electricity; reaching agreements between countries is difficult because each has its own national agenda / AW; illustrated by the limited success of recent climate change world summits; many countries in Asia wish to develop economically leading to an increase in air pollution emissions; objections of developing countries to being restricted because of pollution already caused by developed countries; developed countries like the US need to reduce their high emissions but there is a lot of public and political opposition; [max 3] (f) (i) 100 % / all of it; [1] (ii) Explanation of the theme of much greater importance in the three northern countries compared with world consumption renewables made up only about 4% of world energy consumption / a tiny percentage compared with fossil fuels; in these three north European countries the situation is reversed with renewables dominating and fossil fuels making up a tiny percentage / AW; use of comparative figures e.g. ratios between renewables : fossil fuels Iceland 100 : 0 Norway 97 : 3 Sweden 53 : 4 / other comparatives e.g. percentages; Sweden, (of the three, the country that uses least renewables) has a much higher nuclear sector than the world average, instead of using fossil fuels / AW; total energy consumption and electricity consumption are not quite the same thing; [max 3]

Page 8 Mark Scheme: Teachers’ version Syllabus Paper IGCSE – May/June 2012 0680 22 © University of Cambridge International Examinations 2012 (iii) One or two relevant reasoned comments, but limited progress towards answering both elements in the question [max 2] Fuller coverage; wider range of points; likely to touch on both amount and types, but may be unbalanced between the two elements [max 4] Good range of reasons, perhaps supported by use of named examples [5] ref. relationship to a country's own national resources countries with plentiful deposits of oil / coal / gas, amount likely to be dominated by fossil fuels – these are cheaper to use – the technology is more developed / traditional than renewables – so there is less incentive to look for alternatives – ora for countries without fossil fuels ref. examples such as coal use in China and India, or oil use in the Middle East ref. related factors e.g. degree of economic development and economic needs type of renewables depends a lot on physical possibilities renewables are not necessarily able to be afforded by all countries with favourable natural conditions potential examples of renewables for discussion might include mountainous countries with good rainfall have the best prospects for HEP – e.g. Norway in the example used here / alternative – HEP is most widely used renewable technology geothermal power most available in areas of volcanic activity – e.g. Iceland in this example – on the plate boundary in the middle of the Atlantic Ocean / alternative flat or mountainous and windy countries, especially islands, lend themselves to wind power – e.g. Netherlands / alternative – but technology expensive and therefore mostly used in developed countries tropical and subtropical countries / named example, are best for solar power – but the technology is still developing to make solar more economically competitive – therefore mostly used in developed countries despite their relative lack of insolation biomass should be globally available but requires investment and large land area – conflict with food production – Brazil has currently made most progress [max 5] [Total: 40]