Cambridge IGCSE Environmental Management 0680 — 2013 May/June Paper 2 · Variant 2

This document consists of 16 printed pages. DC (LEG/JG) 65388/4 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 9 7 0 7 5 5 5 7 2 4 * ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 May/June 2013 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. Electronic calculators may be used. 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

2 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use 1 (a) The table gives average income per head for the world’s six inhabited continents. average income per head by continent / US$ Africa 690 Asia 2,200 Europe 12,100 Latin America 3,100 North America 26,900 Oceania 13,900 (i) Rank the six continents by average income per head from highest (1) to lowest (6). 1 … 4 … 2 … 5 … 3 … 6 … [1] (ii) How big is the difference in average income per head (in US$) between the richest and poorest continents? …[1]

3 0680/22/M/J/13 © UCLES 2013 [Turn over TURN OVER FOR QUESTION 1 (a) (iii)

4 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (iii) Look at the world map of continents. The dividing line between the developed North and developing South is also shown. LATIN AMERICA NORTH AMERICA EUROPE ASIA ASIA AFRICA OCEANIA Equator N o rt h – So uth Divid e 0 – 9,999 Average income per head US $ 10,000 – 19,999 20,000 – 29,999 Key Average income Key On the world map, plot the values shown in the table for each continent using denser shading or stronger colours for the high values. Complete the key to match the shading or colours on the map. [3] (iv) Look at the map. How well does the dividing line split the world between the developed North and developing South? Answer by 1 describing where the line seems to be a good fit, … … 2 describing where the line seems to be a less good fit, … … 3 writing about how good the fit seems to be overall. … … … …[4]

5 [Turn over 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (b) The table shows measures of poverty and wealth for four Asian countries in 2008–9. measures of poverty and wealth country average income per head (US$) birth rate (per 1000) life expectancy (years) people per doctor percentage of people with access to safe (clean) water China 3,270 13 74 667 89 Japan 38,460 8 84 476 100 Russia 11,830 11 69 240 96 South Korea 19,120 9 80 600 98 (i) Which one of the five measures is the best example of an economic factor? …[1] (ii) Describe how access to safe (clean) water affects disease levels in a country. … … … … …[3] (iii) Look back to the world map in (a)(iii) on page 4. Russia and Japan are north of the North-South divide. China and South Korea are on the south side of the line. How well do the differences in poverty and wealth between the four countries in the table support the position of the North-South line in Asia? Explain your answer. … … … … … … … …[4]

6 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (c) Unfair world trade is one reason for world inequalities (large differences in wealth between developing and developed countries). Most of the coffee that is traded in the world is grown in developing countries in the tropics (in the South) and sold in developed countries in temperate lands (in the North). The table shows how the price of a jar of coffee that sells for $5 in a shop in the USA is made up. who takes the money when a jar of coffee is sold in the USA percentage of sale price coffee farmer in the tropics 10 shipping – controlled by transport companies based in developed countries 20 manufacturing – making the jars and roasting the beans in the USA 45 supermarket – selling the coffee 25 (i) Draw a pie graph in the circle below to show the percentages in the table. coffee farmer shipping manufacturing supermarket Key [2] (ii) How does the pie graph show that world trade is not fair to developing countries? … …[1]

7 [Turn over 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (iii) The Fair Trade organisation was set up in the 1990s to give farmers in developing countries a better deal when exporting their crops. The organisation gives farmers a guaranteed price, even when world prices fall. It also supports community projects in areas where the farmers live. Read what banana farmers in the Dominican Republic said about Fair Trade. They live in poor rural areas near the border with Haiti. comments from banana farmers in the Dominican Republic ... After Hurricane George destroyed our crops in 1998, small farmers like me with only two hectares of land could not find a big company willing to take our bananas. We are grateful to the Fair Trade which put us in touch with a small UK importing company. ... Gone are the days of having to suffer from big changes in world market prices. ... There was no sanitation in our village until local Fair Trade farmers started donating outside toilets. ... Fair Trade farmers are now setting up a community canteen where village people can get a proper meal in the middle of the day at reduced prices. What is the main advantage of Fair Trade for banana farmers in the Dominican Republic? Explain why it is a big advantage. … … … …[2] (iv) State one way in which other people who are not banana farmers and who live in rural areas in the Dominican Republic also benefit from Fair Trade? Explain how it improves their quality of life. … … … …[2]

8 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (v) Suggest why some big companies are not interested in changing to Fair Trade. … … … …[2] (d) Aid from rich to poor countries is another way of trying to overcome world inequalities between rich developed and poor developing countries. Three types of aid are G governmental (bi-lateral) aid N non-governmental aid (NGO) F food aid Fill in the table below by (i) giving the letter for the type of aid from the list (G, N or F) which best fits the uses A, B and C (use each type of aid only once); (ii) stating whether the aid is long-term or short-term; (iii) suggesting whether the aid is sustainable or unsustainable. use (i) type of aid, G, N or F (ii) long-term or short-term (iii) sustainable or unsustainable A helps people recover from a natural hazard … … … B supports community projects for water supply … … … C allows large scale projects such as large dams … … … [3] (iv) In (d)(iii) you suggested whether large projects such as dams (C) were sustainable or unsustainable. Explain your answer. … … … …[2]

9 [Turn over 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (v) State two advantages and two disadvantages of aid for the developing countries that are receiving the aid. advantages … … … disadvantages … … …[4] (e) A third way to reduce the wealth gap between the developing and developed countries is to find new sources of income for developing countries. One of these is tourism. (i) Name a developing country or an area within a developing country which attracts many tourist visitors from other countries. … (ii) Explain why it attracts tourists and how tourism is being managed for a sustainable future. … … … … … … … …[5] [Total: 40 marks]

10 0680/22/M/J/13 © UCLES 2013 QUESTION 2 BEGINS ON PAGE 11

11 [Turn over 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use 2 (a) A natural hazard is a short-term event that is a threat to life and property. list of natural hazards cyclone drought earthquake flood volcano (i) Re-arrange this list of natural hazards to show which are climatic and which are tectonic. climatic tectonic … … … … … … [1] (ii) In the box below a short, precise definition has been given for drought. Do the same for the other four natural hazards. natural hazard definition cyclone … … drought dry period, longer and more severe than … normally expected … earthquake … … flood … … volcano … … [5]

12 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (iii) Predicting when an area is going to be affected by one of these natural hazards is more easily done for some than for others. Choose one of the five natural hazards, the occurrence of which is more likely to be predictable by people affected. Describe how such predictions can be done. Choice … … … … … …[3] (iv) Choose one other natural hazard which is much less easy to predict. Explain why it is more difficult or impossible for people to predict when they are going to be affected. Choice … … … … …[2] (b) (i) It is estimated that; • 90% of the people killed in natural hazards live in developing countries, • 98% of the people affected by natural hazards live in developing countries. Show these percentages by completing two divided bar graphs. Also complete the key for developing and developed countries. 0 100% Percentage of people killed in natural hazards 0 100% Percentage of people affected by natural hazards Key [2]

13 [Turn over 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (ii) Poor preparation is one reason why the effects of natural hazards are greater in developing countries. Three methods of preparation for natural hazards are listed in the table. Write in the name of a natural hazard for which the method stated is most useful. Name three different natural hazards. method of preparation natural hazard build shelters away from the coastline stocked with emergency supplies of food and drinking water … train emergency rescue teams, with sniffer dogs, and have heavy lifting equipment ready for use … government controlled store of staple foodstuffs such as wheat and corn, enough to last at least 3–6 months … [3] (iii) Explain why more people are killed in natural hazards in developing countries than in developed countries. Refer to at least two different reasons in your answer. … … … … … … … …[4] (iv) Despite the human costs, millions of people in the world continue to live in areas affected by natural hazards. State three reasons for this. … … … … … …[3]

14 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (c) The monsoon rains in Pakistan in summer 2010 were much heavier and longer lasting than normal. They caused the worst flooding seen in Pakistan since the 1920s. The heaviest rains fell in the mountains of the north. Floods began in the Swat Valley and continued to sweep south for more than 1000 km. Look at the map and information box about the effects of the flood of 2010. ARABIAN SEA 0 300 km N Key Indus delta Swat Valley Sindh flooded areas Indus effects of the flood 2010 s฀lives lost 20,000 s฀PEOPLE฀AFFECTED฀฀฀฀฀MILLION s฀NUMBER฀MADE homeless 7 million s฀NUMBER฀OF villages flooded 11,000 Karachi flooded areas in Pakistan (early August 2010) (i) The great flood of 2010 in Pakistan was described as a ‘1 in 100 year event’. Why? … …[1] (ii) Describe what the map shows about the distribution of flooded areas in Pakistan in August 2010. … … … … …[3] (iii) Why were desert areas in the south such as Sindh, where rainfall was lower, still affected by the flooding? … …[1]

15 [Turn over 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use (iv) Suggest reasons why the number of lives lost in the floods was so much lower than the number of people affected by the floods. … … … …[2] (d) Read the report below. It gives more information about the effects on Pakistan of the floods in 2010. Nobody in the flooded villages had food. People were hungry. Transport links with other places were broken. The government was ill-equipped to respond to the size of the disaster. Aid relief from outside was slow to reach Pakistan. The shortage of clean fresh water supplies meant an increased risk of diseases such as cholera. Farmers who could go back to their land after flood waters went down were shocked by what they found. Their green fields of healthy summer crops had disappeared. They had been replaced by barren areas of mud with scattered stones, tree trunks and anything else that the strong flows of flood water could move. Where could they start? The Pakistani poor were the worst hit. Without shelter, food, animals, seeds and tools, people used to surviving on US$2 per day faced weeks without income, because they could not grow or sell anything. Many with little before the flood were left with nothing after it, worsening the rural poverty trap. Villages lost roads, bridges, clinics, schools, clean water and power supplies. For future years, floods leave layers of silt on the land, renewing soil fertility. The record rains of 2010 will have helped to fill underground water stores, which have been going down for years. But will poor farmers still be in their villages to reap the benefits? (i) State one short-term effect, and one likely long-term effect, of the 2010 flood waters on cropland in Pakistan. short-term effect … … long-term effect … …[2]

16 0680/22/M/J/13 © UCLES 2013 For Examiner’s Use 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. (ii) How good are the chances of Pakistani farmers and villagers getting out of the poverty cycle in future years in the rural areas of Pakistan flooded in 2010? Explain as fully as you can. … … … … … … …[4] (e) Some natural hazards, such as earthquakes, often have more serious effects in urban than in rural areas. Other natural hazards, such as drought, often have greater effects in rural than in urban areas. Explain why the effects of different natural hazards vary between urban and rural areas. … … … … … … …[4] [Total: 40 marks]

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2013 series 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 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 May/June 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 – May/June 2013 0680 22 © Cambridge International Examinations 2013 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 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 Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 1 (a) (i) 1 North America 2 Oceania 3 Europe 4 Latin America 5 Asia 6 Africa; [1] (ii) $26,210; [1] (iii) values plotted on map matching the bands of shading; key completed which matches the colours / shading used on the map; quality, appearance and value of shading and completed map; [3] (iv) 1 good fit between North and Latin America is best because two shading zones different; good also between Europe and Africa with one shading zone difference (and Africa has the lowest value so big difference in actual numbers); likewise need to separate Oceania from Asia; 2 less good fit Asia is the obvious example because its average value is low, but some parts such as Russia and Japan are in the developed North; line splits the continent in half; 3 overall fit good fit in separating out the developed continents of North America and Europe from the developing continents of Africa and Latin America i.e. in western half of the map. Line less valuable in the east of the map where its course is forced to change from running east-west to north-south to accommodate the high development of Japan and Australia, to some extent making the North-South world label less valid; 1 mark for each of parts 1, 2 and 3 4th mark can be distributed to 1 and 2 as well for a particularly precise answer [4] (b) (i) average income per head; [1] (ii) much more likely to suffer from water-borne diseases such as diarrhoea, typhoid and cholera (i.e. 1 mark for recognising the importance of water-borne diseases); since these spread as a result of drinking contaminated water; also caught by washing food / pots and pans / hands and face in dirty water; allow one clear reference to table such as Japan with highest clean water percentage and highest life expectancy; Up to the full 3 marks Related points provided that water-borne recognised; these diseases easily spread to other people in areas with poor sanitation; young children are most at risk with lower immune systems; disease reduces work ability of parents / increases poverty with less chance of affording medical attention; Maximum 1 mark for these if water-borne not established; otherwise 2 marks possible. References to water-based diseases such as bilharzia can also be made relevant by stressing that it is most likely to be caught by people working in polluted waters. Others such as Guinea worm are caught by people drinking contaminated water. Up to the full 3 marks, although the marks are harder to earn because the focus must be kept on access to clean (safe) water.

Page 4 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 Water-bred diseases such as malaria are not relevant to this particular question. 3 × 1 mark for points made, bearing in mind restrictions stated above. [3] (iii) strongest support from values for China–Japan separation, particularly the huge difference between average income per head (over US$ 35,000), but also for birth rate, life expectancy and access to safe water the relative differences are large; average income per head (especially) would suggest that South Korea should now be placed north of the line / that it no longer belongs in the South; Russia's position in the North can be questioned – life expectancy is well below that of all the others, even China, despite the very favourable people per doctor ratio; How well? Individual candidates can hold different overall views, which are capable of being justified by the data. The best view is that the line has its uses for splitting the world up into a simple two-fold division, but that at the country level there are always likely to be exceptions; Quality of explanation based on study of measures in table = 1, 2 or 3 marks Attempt with support to answer 'How well do the differences …?' = 1 or 2 marks [4] (c) (i) accurate plot of pie graph; key completed for shading / colours used in pie graph; [2] (ii) developing countries are only receiving 10% of final price / small amount of the total – what the coffee farmer in the tropics receives is the only source of income for the developing country; Or 90% of the final price goes to companies in developed countries – for transport, manufacture and retail; [1] (iii) guaranteed price to the farmers for their crops, even when world market price falls – farmers know the minimum price they are going to get for their crops, which allows to survive when world market price falls. No longer at the mercy of world market prices over which the farmers have no control, and which change wildly; helping them to find a market for their produce by putting them in touch with overseas importing companies from small producers – opening up a market for their produce, again safeguarding their income; Or 1 mark for describing the way (from the source); 2nd mark for explaining the advantage of Fair Trade; [2]

Page 5 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 (iv) Ways referred to include community projects, outside toilets leading to improved sanitation, and community canteens. Explanation depends on choice. e.g. improved sanitation reduces risk of diseases spreading, making people ill and reducing their work productivity; community canteens and a proper meal improves rural health thereby allowing villagers to devote more time to productive activities; children more likely to grow up healthier with the attendant social and economic benefits; 1 mark for naming supported by only outline explanation 2 marks for fuller explanation related to the named way. [2] (v) big companies not interested in taking bananas from a producer with only two hectares of land – suggestions include: would need to deal with too many different producers to obtain big amounts needed (compared with dealing with one large plantation owner); small producers less able to guarantee reliable quality and consistent quantity; more interested in profits than in helping local communities and paying farmers more; Realises what the question is asking and/or identifies the most relevant comment = 1 mark Understands the question well and make one or more valid suggestions = 2 marks [2] (d) (i) A – F (food aid) B – N (non-governmental aid) C – G governmental (bilateral) aid 1 mark (ii) A – short-term B – long-term C – long-term 1 mark (iii) A – unsustainable B – sustainable C – allow either answer; instead mark this answer in part (iv) 1 mark [3]

Page 6 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 (iv) If unsustainable environmental and ecosystem damage for their creation, people relocated not always well looked for housing and good farmland, are of some relevance; sediments build up in lake behind dam, its effectiveness is reduced with time, rivers below dam deprived of water and silt with further environmental consequences downstream, water often used many kilometres away in channel irrigation, sometimes leading to soil salinisation. If sustainable large dam will provide large water / energy supplies for many years, giving guaranteed water supplies in areas with dry or unreliable climates, allowing reclamation of desert land for food cultivation, assuring food and clean water supplies, encouraging economic development benefiting future generations. Valid explanation for viewpoint chosen – 1 or 2 marks according to number of points made, or for one point well elaborated. [2] (v) Advantages alleviates immediate suffering after a natural disaster; can be a life saver for poor people badly affected; well targeted development aid allows improvements that poor villages people could otherwise not afford; examples of these such as deep wells, small dams, clinics, schools; improve infrastructure for longer term economic development; Points made such as these; 2 × 1 mark each Disadvantages fosters dependence on outside help which cannot last for ever, big money can be spent on large projects which benefit only a few people, some 'tied aid' does not target the real needs of people or countries, aid does not always reach remote rural communities where it is most needed. Points made such as these; 2 × 1 mark Allow 3:1 or 1:3 ratios provided that either answer includes reference to a specific example of a project, or named countries and relevant aid. [4] (e) (i) Award 1 mark if the name of a country, or area or resort in a developing country is sufficiently precise. Country names such as India or Brazil would not be enough, but holiday islands such as the Maldives, Mauritius and Barbados would be acceptable. Otherwise hold back the mark at this point; take the name into account when marking the second part.

Page 7 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 (ii) tourist attractions, either natural or human, and related to the named area up to 2 further marks with 1 mark already awarded in (i) up to 3 marks if definitely related to the area named in (i), even though that was insufficiently precise for the mark in (i) How managed for a sustainable future? Controls on destruction of the natural environment, such as National Parks, Forest and Biosphere reserves; management and maintenance; controlling numbers of tourists; training guides; building eco-lodges; ecotourism initiatives; up to 3 marks if definitely related to the area named in (i). Without a valid location named in (i), the maximum mark for an answer of a general nature is 2 marks, either 1 + 1 mark for attractions and management, or more likely up to 2 marks for management methods used in tourism. [5] [Total: 40] 2 (a) (i) climatic – cyclone, drought and flood tectonic – earthquake and volcano; [1] (ii) cyclone tropical storm, with very low pressure, associated with high winds and heavy rainfall; earthquake shaking of the ground surface; Richter scale measures the strength of the shaking; flood large amount of surface water covering areas which are usually dry; areas under water after heavy rains; volcano cone shaped mountain built up by eruptions of magma from the interior of the Earth; 4 definitions × 1 mark 5th mark for high levels of precision, or for the inclusion one or two particularly strong definitions. [5] (iii) Possible choices are all of them, except earthquakes. examples: cyclone – done by improved weather forecasting; use of weather satellites to view cloud patterns and track the course of the storm; possible to give advance notice and estimate chance of land area being hit; there is time for people to be evacuated to shelters or to move inland; areas likely to be affected by cyclones are well known; volcano – set up instruments to measure and monitor temperatures in and around the crater; use seismographs to register earthquake shocks prior to an eruption; look for visible signs of impending activity such as increased amounts of steam and gases coming from the crater; No mark for the choice; all three marks describing how prediction can be done. 3 points along the lines of those suggested above; 3 × 1 mark [3]

Page 8 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 (iv) earthquake – while zones at high risk of earthquakes are well known since they coincide with plate boundaries, no one has been able to predict accurately when an earthquake will occur, the big shock is often the first; the after-shocks are less powerful than the main earthquake, so there are usually no small warning shakes; plates always moving; impossible to know when tension has built up sufficient to be released by movement; 1 mark for choice of earthquake 2nd mark for explanation For the others, no mark for choice; 2 marks can be awarded for quality of explanation for any of the others. The choice will control the likelihood of enough explanation for both marks. volcanoes – past performance in eruptions may be no guide to the future; some do just erupt without notice and much history of doing so. cyclones – can change course at the last minute, or strengthen suddenly threatening areas that thought they were safe. drought – is perhaps the best choice, since it needs a longer time frame in which to occur. The annual rains might be late in arriving, but meteorologists cannot predict whether it will rain weeks or months ahead, later in the wet season. Up to 2 marks for quality of the explanation. [2] (b) (i) correct plots of 90% and 98% on the bar graphs; key completed for developed and developing countries which matches what is shown in the graphs; [2] (ii) build shelters – cyclone / also allow tsunami train emergency rescue teams – earthquake store of staple foodstuffs – drought 3 × 1 mark [3] (iii) poverty – lack of money so that governments are unable to afford to undertake the advance precautions, nor do they have the resources to deal with the immediate aftermath during which lives could be saved. Only the rich can afford to do things for themselves such as stronger houses. poverty cycle – people have been unable to recover from previous natural disasters, most noticeable in droughts; rainfall may have been below average for several years not giving a chance for food stocks to be built up. government attitude – many other problems to deal with in developing countries; hazard protection is a lower priority than in developed countries where the social role of governments is greater. Some governments too corrupt to help people. infrastructure and organisation – places affected are often more difficult to reach in developing countries making emergency aid arrival slower. geographical location – some of the natural hazards, noticeably tropical cyclones, affect latitudes where developing countries are more numerous than developed countries; droughts are made worse in the tropics by high rates of evaporation

Page 9 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 high rates of population increase – pressure on the land and family food supplies exist even without natural hazards. Over-use of farm land, or shanty settlements on steep slopes, make the effects of some natural hazards worse. cumulative effects of repeated / different natural hazards poverty – maximum of 3 marks, unless two very separate aspects of poverty are included as suggested above. Otherwise – for each reason; reason identified with outline explanation =1 mark more detailed explanation (could be helped by reference to an example) = 2 marks Any combination of 1 and 2 mark answers up to the maximum of four marks. [4] (iv) some hazards give economic benefits such as volcanoes for fertile soils, minerals, tourism, and are naturally attractive places to live; people own land and property in the high risk areas; they cannot give up what may be their only assets; massive investments in big urban areas, too big to abandon; attached to the area; have learnt to live with the risk; some can afford precautions; belief that it won't happen to them; hazard only happens from time to time, and may be not at all where they live; Reasons / explanation – credit elaboration and use of examples. Answer could refer to just one natural hazard with full elaboration, as long as it covers different reasons . 3 valid points made: 3 × 1 mark [3] (c) (i) big size of flood – nothing like it since the 1920s, almost 100 years ago. [1] (ii) north-south flood zone around the River Indus; extending the full length of the country from the northern boundary to the sea; strip of flooded land is 200 km or more wide; only a few areas west and east of the Indus in the north and centre not affected; largest unaffected area in the south west / to the north and west of Karachi; estimate of area of country affected such as about one quarter; Points such as these taken from study of the map. 3 ×1 mark [3] (iii) Rains in the mountains of the north were so great that the River Indus was still in flood 1000 km further south i.e. related to the size of the monsoon rains in 2010. [1]

Page 10 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 (iv) People in the centre and south had plenty of time to move away from the high flood risk areas on the sides of the rivers – it took time for the flood waters to be carried south by the River Indus. Only people in the mountain valleys of the north such as the Swat Valley had little warning. Floods were on such a scale that nobody elsewhere in Pakistan could be unaware of them, no matter how poor communications might be in rural areas. River valleys of large rivers such as that of the Indus are very favourable for farming and settlement – that is why so many people were affected. Most people in developing countries like Pakistan are farmers. Two different reasons such as these or one reason well elaborated. 2 × 1 mark [2] (d) (i) Short-term effect on cropland loss of crops; farmland covered by mud / stones / tree trunks; nothing to sell Long-term effect on cropland layers of fertile silt deposited, underground water stores filled up with waters making it more abundant for future crop use; 1 + 1 mark [2] (ii) Key part of the report refers to the rural poverty trap; 'poor people with little before the flood were left with nothing after it' . Also 'Pakistani poor were the worst hit'. These, along with all the further information about losses to crops, animals, belongings and infrastructure, suggest little chance of getting out of the poverty cycle. This is reinforced by references in the report to lack of government help and aid from outside. Great challenges in clearing the farmland of mud, stones, tree trunks and other debris for poor people without anything. Only glimmers of hope in the report are the renewal of soil fertility from the silt deposits, plus more plentiful ground water supplies for irrigation in future years. Choice and use of content from the report related to the question's poverty cycle theme, but with limited added explanatory comment – 1 or 2 marks Good choice of content from the report, with the candidate's view about the chances of getting out of the poverty cycle supported and enhanced by comment – 3 or 4 marks [4]

Page 11 Mark Scheme Syllabus Paper IGCSE – May/June 2013 0680 22 © Cambridge International Examinations 2013 (e) earthquakes – little danger from shaking of the ground in open spaces; plenty of these in rural areas, but in short supply in cities. Falling debris and collapsing buildings are what do the damage and kill and injure people in earthquakes. droughts – most significant for people who rely most upon water supplies from rainfall and rivers; they are mainly farmers needing water for crops and pastures for livestock. In urban areas, domestic water use is much lower and water is often piped in from mountains (where drought is less likely) or from man-made stores such as reservoirs. Possible for candidates to use examples of other natural hazards in their answers. floods – the previous example of floods in Pakistan showed the serious effects for farmers and rural communities volcanoes – effects often worse in rural areas, closer to the the volcano, and farmland can be covered by lava and ash; eventually fertile, but it takes time to break down into soils that can be used. cyclones – hazard for which effects on urban and rural areas may be equally severe; coastal areas that take the direct hit can be devastated whether urban or rural. Answer may be more about the different effects of natural hazards, only weakly related to the theme of differences between urban and rural areas. Or it may be all about just one natural hazard such as earthquakes – 1 or 2 marks Answer better focused on the theme of variations between rural and urban areas, supported by references to at least two natural hazards and their differing effect 3 or 4 marks [4] [Total: 40]