Cambridge IGCSE Environmental Management 0680 — 2013 Oct/Nov Paper 2 · Variant 1

This document consists of 15 printed pages and 1 blank page. DC (NF/CGW) 69301/4 © UCLES 2013 [Turn over UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education * 4 5 4 0 6 9 4 6 8 1 * ENVIRONMENTAL MANAGEMENT 0680/21 Paper 2 October/November 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. Answer both questions. Electronic calculators may be used. You may lose marks if you do not show your working or if you do not use appropriate units. 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 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use 1 (a) Look at the diagram of natural energy flows and stores for tree and forest growth. … from the … dead leaves fall and … into the soil leaves take in the … … from the air … store water beneath the soil … take in water and … water and nutrients are stored in the … water is provided by … (i) Fill in the spaces to complete the diagram of energy flows and stores for tree and forest growth. Write your answers in the spaces on the diagram. [5]

3 0680/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (ii) How and why are trees and other green plants the Earth’s primary producers? … … … … … … [3] (iii) Trees and other green plants support food chains. For a land based ecosystem of your choice, complete the diagram below by naming the organisms in the food chain and describing the natural vegetation. location of land based ecosystem chosen … … … … producer description of the natural vegetation … [4]

4 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (iv) What happens to the amount of energy passing along a food chain in a natural ecosystem? Explain why this happens. … … … … … [3] (b) Trees grow in living communities in forest ecosystems. The diagram below shows the components of a natural forest ecosystem. climate natural vegetation Key biotic abiotic … … On the diagram: (i) name two other components of the ecosystem, (ii) shade or colour in each of the four components according to whether they are biotic or abiotic. Shade or colour in the key to match. Put your answers on the diagram. [2] (c) Biomes are large scale ecosystems. On a global scale, climate is the most important component of the ecosystem for determining characteristics of the natural vegetation and how they change over the Earth’s surface. Look at the cross section of natural vegetation from the coast of West Africa (latitude 5 °N) to the interior (latitude 20 °N) on page 5. (i) The annual rainfall totals at the points marked A to E on the section are; A: 2000 mm B: 1500 mm C: 1000 mm D: 500 mm E: 250 mm. Plot these rainfall totals as a bar graph on the grid below the section. [2] (ii) In the table below the section, describe the natural vegetation between points B and C, C and D, and D and E, in a similar way to what has already been done for A. [4]

5 0680/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use cross section of natural vegetation from the coast of West Africa to the interior A B C D E equatorial savanna hot desert climate type natural vegetation locations natural vegetation mangrove swamps dense tropical rain forest with tall trees and five forest layers … … … … … … … … … … … … … … … … … … A B C location on section total annual rainfall D E A 28 26 hottest coldest temperature of hottest and coldest month / °C total annual rainfall / mm 2000 1500 1000 500 0 C 31 24 E 36 22 (iii) State which of the two climate factors, temperature or rainfall, is more important for explaining changes in natural vegetation between 5° and 20° north of the equator in West Africa. Explain your choice of factor. … … … … … … … [4]

6 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (d) Today people are often added to diagrams of natural ecosystems. The diagram shows a forest ecosystem modified by the addition of people. climate natural vegetation people (i) How and why is the role of people different from that of the other components which make up an ecosystem? … … … … [2] (ii) The table shows estimates of the percentage losses of the area of five natural ecosystems (biomes) up to 2005. natural ecosystem (biome) percentage loss tundra coniferous forests (taiga) hot deserts savanna tropical rainforest 2 5 25 55 40

7 0680/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use Show these percentages in divided bar graphs in the grid below and complete the key. percentage losses of natural ecosystems up to 2005 tundra coniferous forest (taiga) hot desert savanna 0 10 20 30 40 50 60 70 80 percentage ecosystem losses key 90 100 tropical rainforest [2] (iii) Suggest reasons for: • variations in the size of percentage losses between the three tropical ecosystems • the much lower percentage losses in the cold temperate and polar ecosystems. tropical ecosystems … … … … … polar ecosystems … … … … … [5]

8 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (e) (i) Describe one sustainable forest management strategy (method) that people can use to obtain supplies of wood from natural forests. … … … … (ii) Explain why sustainable forest management strategies like this are not used in all forests. … … … … [4] [Total: 40]

9 0680/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use 2 (a) Look at the partly completed bar graph showing emissions of carbon dioxide per person in major world regions. carbon dioxide emissions per person in 2000 in major world regions in kilograms 0 4000 North America Australasia Europe Asia South America Sub-Saharan Africa Middle East and North Africa Central America and Caribbean 8000 12000 carbon dioxide per person / kg 16000 20000 Key mainly developed countries mainly developing countries (i) Emissions of carbon dioxide per person in 2000 in the Middle East and North Africa were 3900 kilograms. Add this information in the space left at the bottom of the graph. [1] (ii) On the graph, use different shading or colours to show whether the eight regions contain mainly developed or mainly developing countries. Fill in the key. [1] (iii) Did you decide that the countries in the Middle East and North Africa are mainly developed or mainly developing? Explain your choice of answer. … … … … [2]

10 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (iv) How big is the difference in emissions of carbon dioxide per person between North America and Sub-Saharan Africa? State your answer in kilograms. Space for working. … [1] (v) According to one environmental group, a person living in the USA is responsible for seven times more carbon dioxide emissions in a year than a person in Ethiopia is in a lifetime. Why are there big differences in carbon dioxide emissions per person between different countries of the world? Explain your answer as fully as you can. … … … … … … … … [4] (b) Carbon dioxide is one of the greenhouse gases. It is usually considered to be the most important greenhouse gas leading to global climate change. (i) Name another important greenhouse gas. … [1] (ii) Why are they called ‘greenhouse gases’? … … … … … … [3]

11 0680/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (iii) Look at the box below which contains statements about global climate change. global climate change higher flood risk in coastal areas especially in low-lying countries VHDLFHWKLQQLQJDQGPHOWLQJ PRXQWDLQJODFLHUVUHWUHDWLQJ  more extreme weather events happening more often and stronger OZMI\][MWNNW[[QTN]MT[ NWZMTMK\ZQKQ\aIVL\ZIV[XWZ\ cutting down forests for logging, farming and mining H]LYHNL^VYSK[LTWLYH[\YLZ   ‡*" ‡* rising sea levels 18cm higher than 100 years ago OHVVZDWHUIRULUULJDWLRQLQ$VLD IURPULYHUVVWDUWLQJLQWKH+LPDOD\DV .\RWRFOLPDWHFKDQJHFRQIHUHQFH  WDUJHWVVHWIRUFDUERQGLR[LGHUHGXFWLRQV Choose two statements which give physical evidence suggesting the existence of global warming, and another two statements which are effects of global warming on people. Physical evidence for global warming. 1 … 2 … Effects of global warming on people. 1 … 2 … [2]

12 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (iv) Explain why some countries are more worried about the effects of global warming than others. … … … … … … … … [4] (c) Many people believe that burning fossil fuels causes most of the increased greenhouse gas emissions and climate change. Look at the pie graph showing global greenhouse gas emissions from different sources. farming forest clearance transport manufacturing industry energy supply key mainly from the use of fossil fuels people’s waste heating and lighting (i) Show which sources of greenhouse gas emissions are mainly due to burning of fossil fuels by shading or colouring the sectors and the key of the graph. [1]

13 0680/21/O/N/13 © UCLES 2013 [Turn over For Examiner’s Use (ii) What is the approximate total percentage from the use of fossil fuels? Show your working. … [2] (iii) Choose one of the sources you have not shaded in the graph. Describe how human activities in this sector contribute to the emission of greenhouse gases. … … … … [2] (iv) Explain how well the pie graph supports the view that the use of fossil fuels is most responsible for greenhouse gas emissions and climate change. … … … … [2]

14 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (d) Many governments are interested in increasing the percentage of energy used from sustainable alternative sources. Some examples of such alternative energy sources are named in the diagram. sustainable alternative energy sources solar wave geothermal hydro-electric (i) What do all of these examples have in common that makes them sustainable sources of energy? … … … … [2] (ii) State two different reasons why sustainable alternative energy sources currently contribute less than 10 percent of global energy consumption. … … … … [2]

15 0680/21/O/N/13 © UCLES 2013 For Examiner’s Use (iii) Choose one of the alternative energy sources named in the diagram. Give more information about where it is used and how people harness the source to provide energy. chosen alternative source … … … … … … … … … [4] (iv) Suggest and explain how good the chances are of your chosen alternative energy source being more widely used in future years. … … … … [2] (v) Suggest and explain your view of the chances of a significant increase in the use of all types of alternative energy sources for world energy supplies during the next 10–20 years. … … … … … … … … [4] [Total: 40]

16 0680/21/O/N/13 © UCLES 2013 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

CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the October/November 2013 series 0680 ENVIRONMENTAL MANAGEMENT 0680/21 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 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 0680 21 © Cambridge International Examinations 2013 1 (a) (i) light / energy from the Sun water provided by rainfall / precipitation dead leaves fall and decay / decompose into the soil leaves take in the carbon dioxide from the air water and nutrients are stored in the soil roots take in water and nutrients (minerals) permeable rocks / named example store water beneath the soil/ aquifers 9 spaces to be filled in – all 9 valid = 5 marks 7 or 8 filled in correctly = 4 marks 5 or 6 = 3 marks 3 or 4 = 2 marks at least 2 = 1 mark [5] (ii) plants manufacture their own food from inorganic / abiotic materials unique ability to do this makes them the main self-feeders on Earth make food by the process of photosynthesis using sunlight, carbon dioxide and water further detail about photosynthesis such as giving the formula release oxygen and provide food for herbivores Three points such as these. 3 @ 1 mark [3] (iii) description of vegetation + named example of an herbivore + named example of a carnivore + named example of a top carnivore e.g. in savanna lands of Africa grassland vegetation + zebra + lion + human / vulture e.g. in tundra mosses and lichens + caribou / reindeer + wolves + human / bears five elements location + description of vegetation + example of herbivore + example of carnivore + example of top carnivore. any four which follow on / fit = 4 marks any three which follow on / fit = 3 marks any two which fit and follow on for a location = 2 marks some idea of a food chain from examples stated = 1 mark [4] (iv) energy lost = 1 mark: 90% reduction at each level in the food chain = 1 mark up to 2 marks energy lost in life processes in every stage such as breathing, generating heat, growing and moving around, which is why a smaller number of organisms can be supported at each level up to 2 marks [3]

Page 3 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0680 21 © Cambridge International Examinations 2013 (b) (i) animals and soils in any of the two empty boxes = 1 mark (ii) climate and soils – abiotic; animals and natural vegetation – biotic; and key completed for shading used = 1 mark [2] (c) (i) length of bars correct = 1 mark bars kept the same width = 1 mark [2] (ii) B & C – description of classic savanna vegetation such as tall grasses with scattered trees; examples of trees such as acacia and baobab also possible C & D – short grasses (and absence of / reduced number of trees) D & E – thorn scrub / tufted grasses/ more discontinuous cover/ other desert plants 3 @ 1 mark for some valid description. 4th mark for additional detail, most likely for savanna or hot desert [4] (iii) rainfall – because the decrease in rainfall from 2000 mm to 250 mm from 5ºN to 20ºN coincides with a decrease in vegetation height, biomass and surface cover, as well as a change towards more drought resistant plants such as thorn scrub and / or to seasonal variations in the savanna between wet season with trees with leaves and tall grasses compared with dry season short grasses and trees without leaves the lowest temperature shown is 22 ºC, which is hot enough for plants still to grow; the largest annual range is only 14 ºC; the conclusion is that rainfall is controlling the type and amount of vegetation cover, not temperature temperature based answer is increasing rates of evaporation with increasing temperatures inland – fierce desert heat dries out vegetation simple statements, but with little elaboration or development = 1 or 2 marks more complete answer, ideally referring to temperature as well in rainfall based answers = 3 or 4 marks [4] (d) (i) capable of being more disruptive / damaging = 1 mark 2nd mark for further elaboration or greater context; although some indigenous peoples live like other animals as part of the natural ecosystem, people move in from other places, in greater numbers, and with the technology to destroy, ability to replace with different vegetation / crops [2] (ii) accurate plots = 1 mark ecosystem losses consistently identified (by shading / colour) and indicated in key = 1 mark [2]

Page 4 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0680 21 © Cambridge International Examinations 2013 (iii) 1 percentage loss differences reflect human opportunities for settlement and making a living; shortage of fresh water for crop growing / lack of pastures for livestock rearing make the hot desert regions the least attractive in the tropics density of vegetation limits access to tropical rainforests especially for people with low levels of technology, which applied more strongly in the past than it does today points made along these lines – minimum 2 marks, maximum 3 marks 2 limiting factor for human settlement and living in cold temperate and polar environments is the cold / short growing season; much more limited variety and size of the natural vegetation makes living off what natural ecosystems provide more difficult; (many indigenous groups in polar lands rely more on ocean than land food supplies); although lack of rainfall may be a problem in some tropical ecosystems, it is always hot enough to grow crops and irrigation technology was developed early by humans some points made from within these ideas – minimum 2 marks, maximum 3 marks [5] (e) (i) agro-forestry, community forestry, reforestation, sustainable harvesting of hardwoods, fuelwood planting and genetic engineering exemples such as, selective logging under the heading of sustainable harvesting of hardwoods, reforestation and community forestry 1 mark for naming the method and just enough description to show that they know what it is another 2 or 3 marks for fuller description related to question context minimum 2 marks, maximum 3 marks (ii) less easy / more expensive than just clearing patches of forest / felling all the trees, people tend to look in terms of short-term gains rather than long-term sustainability, difficult to be selective when using modern machinery to cut down the trees, other advantages to clearing forests to use land for farming / allow economic development, where relevant lack of laws, no monitoring, corruption points made along these lines minimum 2 marks, maximum 3 marks [4] [Total: 40]

Page 5 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0680 21 © Cambridge International Examinations 2013 2 (a) (i) bar drawn of correct length matching the width of others already drawn [1] (ii) mainly developed – North America, Australasia, Europe mainly developing – Central America & Caribbean, Asia, South America and Sub- Saharan Africa allow Middle East and North Africa in either group (although mainly developing would be the usual heading) [1] (iii) developing: graph evidence is that carbon dioxide emissions are quite a bit lower per person than in the established developed continents; in general there is a close relationship between high incomes / industrialisation and high emissions; knowledge that these countries lie on the southern / developing world side of the North-South divide, or other relevant knowledge about developing countries such as dependence on farming and primary activities or some countries in the Gulf are among the world's highest for income per head and for carbon dioxide emissions due to their oil based economies. credit points to support the choice for up to 2 marks [2] (iv) 18 100–18 300 kilograms [1] (v) most carbon dioxide emissions come from burning fossil fuels, fossil fuels most used in transport, electricity, and manufacturing industry, much higher individual / domestic levels of consumption among richer people, whereas in poor countries fossil fuel use is not always a part of people's everyday lives, more work done manually in farming and industry, more limited access to electricity and private means of transport, waste of energy etc. more likely in developed world Ethiopia is a poor country in sub-Saharan Africa with many subsistence farmers points made along these lines 1–2 marks for answers which concentrate only on what happens in rich / developed countries, or for narrow answers with limited development 3–4 marks for broader answers, most likely referring to rich and poor, bringing out the variations in fossil fuel use between them, supported by explanation [4] (b) (i) one from methane, CFCs or nitrogen oxides [1] (ii) they enhance / increase / speed up / accelerate the natural greenhouse effect, they trap some of the heat which is radiated from the surface at night, preventing heat loss beyond the upper atmosphere into space, making the Earth's surface warmer than it would otherwise be, without 'greenhouse gases' in the atmosphere the Earth would be about 30ºC colder three points made along these lines 3 @ 1 mark [3]

Page 6 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0680 21 © Cambridge International Examinations 2013 (iii) physical evidence: average world temperatures in 1900 and 2000 rising sea levels 18 cm higher than 100 years ago sea ice melting mountain glaciers retreating effects: more extreme weather events happening more often and stronger higher flood risk in coastal areas especially in low lying countries risk of less water for irrigation in Asia from rivers starting in the Himalayas 2 @ 1 mark [2] (iv) in some cases it depends on location – low lying island countries in the Pacific and Indian Oceans, such as the Maldives, or delta countries such as Bangladesh and the Netherlands, are at greatest risk of coastal flooding, whereas higher or landlocked countries will be unaffected; matters less in big countries than small countries it is also depends on climate type – more difficult / marginal climates for people to make a living such as savanna and monsoon, where many people rely upon the wet season rains; areas naturally prone to flood and drought such as those near the edges of deserts, or tropical storms, may find natural disasters more frequent / more intense poverty / wealth of a country also relevant – rich countries better able to prepare and repair, poor countries have more people trapped in the poverty cycle; less chance to recover before being affected by the next adverse climatic event simple statements, limited elaboration, nothing more than passing references to named examples, narrow coverage concentrating on one aspect without addressing 'some more than others' – 1 or 2 marks fuller statements, broader coverage, quality may be raised by references to examples of both more and less affected countries, 'some more than others' part of the question definitely addressed – 3 or 4 marks [4] (c) (i) best sectors to shade / colour in for fossil fuel emissions are; energy supply, manufacturing industry, transport, heating and lighting buildings [1] (ii) credit for stating percentages taken from the graph ; in the order of the above in (i); 25 + 19 + 19 + 8 = percentages from graph total 71% (allow 69 – 74%) = 2 marks part answers / answers based on narrow selection in (i) = 1 mark [2]

Page 7 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0680 21 © Cambridge International Examinations 2013 (iii) forest clearances: deforestation and burning wood releases carbon dioxide, also nitrogen oxides; deforestation and decomposition of vegetation releases methane. credit also references to carbon sinks farming: rice farming and keeping cattle are examples of types of farming which release methane; use of chemical fertilisers releases nitrogen oxides people’s wastes; rotting organic matter on landfill sites releases methane; burning / incinerating wastes also releases nitrogen oxides precise description for chosen sector = 2 marks just named or stated for the sector = 1 mark [1] (iv) comment about the big size and dominance of the total percentage in the graph, with some supporting comment about how the sectors include activities that virtually everyone participates in / many are considered essential; only farming and forest clearances involve little fossil fuel use some comment / understanding shown = 1 mark fuller understanding of fossil fuel dominance = 2 marks [2] (d) (i) all rely upon what nature provides / all are natural sources, all are sources that will not run out / will always be available in those areas where they are plentiful well stated = 2 marks some understanding shown = 1 mark [2] (ii) more expensive than fossil fuels more recent / newer technology / people not as familiar with their use since they are natural, not all of them are available everywhere more difficult to harness, transport and use than just burning oil etc. unreliable output / limited efficiency two points such as these – 2 @ 1 mark [2] (iii) solar: photovoltaic panels for electricity, roof panels for water heating, quite widely used in tropical countries even in some developing countries, on roofs of buildings in developed countries, part of going green and reducing carbon dioxide emissions, for government to meet carbon reduction targets wave: barrages in places with high tidal range for waves to drive turbines, newer technology of snakes / tubes on surface oscillating in the waves, at frontiers of technology so much is experimental and restricted to a few places in developed countries with high wave energies such as UK geothermal: heat from the Earth, most in tectonically active places such as Iceland and New Zealand; water forced down underground where it is heated, steam used to drive turbines for electricity, hot water may be used in municipal heating systems; well developed technology but areas for easy use restricted

Page 8 Mark Scheme Syllabus Paper IGCSE – October/November 2013 0680 21 © Cambridge International Examinations 2013 hydro-electric: most widespread and oldest alternative; most from water storage behind large dams on the world's big rivers driving giant turbines; plentiful examples in all inhabited continents; makes use of rainfall and rivers, with sources in mountainous areas, where steep terrain makes dam building easier mark awarded will reflect: – number and precision of examples of areas / places where it is used – precision of the information about how it is harnessed and used – any other relevant information such as prospects for wider use point mark on the basis of amount and precision of information given [4] (iv) most depend on new technology and bringing down the price; for example there has been a big reduction in the price of solar panels made in China; they halved in price in not much more than a year; more mature sources such as hydro-electric may be more difficult to expand, likewise geothermal, because of more limited availability of new sites. answers need to be source specific content will depend on the chosen source – effectively answered = 2 marks, some progress = 1 mark [2] (v) life expectancies of fossil fuels, increasing and high oil prices, but at the same time some reluctance to give up dependence on fossil fuels, which are so useful especially in transport; will the push to move away from fossil fuels be stronger than it is now? optimistic or otherwise about research and development into new and cheaper ways to harness natural sources, about humans ability to innovate, and create new technology, especially as there is likely to be more pressure to do so pressure from green organisations, perhaps noticeably worsening effects of climate change, perhaps international summits which actually agree on meaningful carbon emissions reductions the ease and inertia of using fossil fuels cannot be overcome; there may be big oil and gas finds in polar lands which ease the pressure to change simple statements, limited comment directed at the question, may be just one idea that is restated, candidate's view may not be clear = 1 or 2 marks broader exploration of the possibilities, clear indication of the chances, answer based on ideas from within the content in the mark scheme = 3 or 4 marks [4] [Total: 40]