Cambridge IGCSE Environmental Management 0680 — 2014 Oct/Nov Paper 4 · Variant 1

This document consists of 17 printed pages and 3 blank pages. DC (SJF/SW) 81924/4 © UCLES 2014 [Turn over * 8 5 5 8 5 7 6 8 4 2 * ENVIRONMENTAL MANAGEMENT 0680/41 Alternative to Coursework October/November 2014 1 hour 30 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 an HB pencil for any diagrams or graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all 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. Study the appropriate source materials before you start to write your answers. Credit will be given for appropriate selection and use of data in your answers and for relevant interpretation of these data. Suggestions for data sources are given in some questions. You may use the source data to draw diagrams and graphs or to do calculations to illustrate your answers. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Cambridge International Examinations Cambridge International General Certificate of Secondary Education

2 0680/41/O/N/14 © UCLES 2014 world map Equator Tropic of Capricorn India Tropic of Cancer N map of India N Orissa 0 200 km

3 0680/41/O/N/14 © UCLES 2014 [Turn over Area of Orissa: 155 700 sq km Population: about 43 million Children per woman: 2.58 Life expectancy: 67 years Currency: Rupee (45Rs =1US$) Languages: Oriya, English, many other languages Climate: tropical monsoon Terrain: coastal plain Orissa is the ninth largest state in India. It has a long coastline but only one deep water port. New ports are now being developed. The coastal strip supports most of the population; more than 60% work in agriculture. Orissa is rich in natural resources including coal, iron ore and bauxite.

4 0680/41/O/N/14 © UCLES 2014 1 The Indian government has set up eight special economic zones in Orissa to encourage investment in projects such as steel plants and oil refineries. These projects are being resisted by people who depend on farming. (a) Suggest why farmers do not want special economic zones set up in Orissa. … … … …[2] (b) The coconut palm is the main crop from the coastal districts of Orissa. Most farmers have small coconut gardens. Orissa produces about 300 million coconuts each year. One farmer said, “I grow the Tahaji variety, as it gives the largest coconuts and so I get the biggest yield.” A second farmer said, “I grow the Bana variety, as each tree gives the most coconuts in a year which gives me the biggest yield.”

5 0680/41/O/N/14 © UCLES 2014 [Turn over A student wanted to find out if these claims were correct. The student carried out a small survey of the coconut harvests for one year. The results are shown below. coconut palm tree Tahaji variety / coconuts per year Bana variety / coconuts per year 1 54 75 2 65 82 3 62 67 4 61 72 5 58 70 total 300 … (i) Complete the table shown above. [1] (ii) A sample of coconuts from the two varieties was weighed and the average mass of one coconut was calculated. The results are shown below. Tahaji variety 1.75 kg Bana variety 1.50 kg Calculate the total yield for each variety. Space for working. Tahaji …kg Bana …kg [2] (iii) Do the student’s findings support the claims of the farmers on page 4? Use the information in b(i) and (ii) to help explain your answer. … … … … … …[3]

6 0680/41/O/N/14 © UCLES 2014 (c) The student decided to carry out a more detailed study of the Tahaji coconut palm trees. The student drew a base map and used random numbers to select some palm trees as a sample for the study. The student selected five trees using the following method: • start at columns 1 and 2 and work down each column from the top of the random number table • select every fifth pair of numbers and circle them • reject any numbers above 50 and any numbers already used • tick accepted numbers and cross rejected ones • sample the first five accepted tree numbers between 1 and 50 1 2 3 4 5 1 2 3 4 2 5 2 6 2 1 9 6 6 3 3 1 0 0 1 6 5 9 2 5 8 0 8 4 3 5 6 3 1 3 3 0 3 5 6 5 7 8 5 0 8 2 4 7 8 2 1 1 3 7 5 3 2 2 4 8 5 5 8 8 1 8 4 7 9 0 4 5 9 6 9 3 6 4 3 2 7 8 1 1 6 7 8 9 10 5 4 1 7 9 1 0 4 5 9 9 5 4 5 2 0 7 5 1 9 4 4 9 0 6 6 4 5 8 6 2 6 4 8 5 5 8 4 9 6 9 7 2 7 9 3 1 8 1 2 1 5 7 5 5 4 0 4 7 4 6 1 5 3 8 8 1 9 9 7 5 3 0 6 1 2 7 8 1 8 11 12 13 14 15 row number 9 8 6 9 5 9 3 2 1 4 1 7 9 2 0 0 3 0 1 8 6 7 2 2 8 7 4 6 5 6 4 1 7 4 4 4 8 2 7 9 9 3 6 1 5 1 1 5 1 4 1 9 8 8 4 0 4 6 7 2 7 8 7 5 2 7 2 1 7 4 3 4 5 8 8 2 3 7 4 3 16 17 18 19 20 7 6 1 7 9 7 5 9 4 7 1 4 4 2 1 6 2 5 1 6 0 1 6 1 7 3 8 8 7 8 3 0 9 8 8 7 1 2 6 1 1 0 2 4 7 5 5 6 3 8 9 6 6 5 2 6 9 5 6 9 2 3 8 7 6 6 2 4 2 9 1 9 4 5 3 5 2 3 1 0 21 22 23 24 25 4 9 3 7 8 1 0 3 9 6 9 7 5 8 2 3 9 9 4 3 3 9 4 7 4 5 5 0 1 3 4 4 8 9 7 6 7 7 1 0 7 6 3 4 1 2 5 0 2 8 8 3 8 4 8 7 6 9 7 8 2 5 4 3 2 3 0 4 6 9 7 6 0 4 5 0 8 2 7 8 26 27 28 29 30 6 0 0 8 2 3 1 2 0 8 9 6 7 4 1 8 8 5 4 9 6 9 5 9 7 9 4 1 2 2 8 4 9 5 9 4 4 6 1 3 8 4 4 2 2 4 3 1 8 1 0 7 8 3 8 5 6 3 6 9 2 2 8 2 6 7 0 2 5 6 4 2 6 0 4 5 3 2 0 8 5 6 7 8 9 10 11 column number 12 13 14 15 16              

7 0680/41/O/N/14 © UCLES 2014 [Turn over (i) The Tahaji sample was tree numbers 12, 46, 30, 25, 04. Mark these trees on the base map shown below, with an X. [1] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

8 0680/41/O/N/14 © UCLES 2014 (ii) The student used the same method to select a sample of the Bana coconut palm trees, starting at columns 17 and 18 on the random number table below. 1 2 3 4 5 17 18 19 20 3 6 2 0 2 7 5 1 6 8 1 5 6 0 9 5 4 5 4 5 7 4 3 3 2 6 1 8 8 7 3 8 4 7 8 6 2 1 8 2 1 8 9 7 2 6 2 7 1 5 3 8 5 2 8 3 3 5 3 0 2 1 3 4 1 0 9 5 8 5 4 3 1 6 2 0 5 5 8 9 6 7 8 9 10 4 8 7 8 2 7 8 6 5 6 5 8 4 2 5 1 9 6 8 3 5 9 8 1 7 5 3 7 9 2 2 3 9 6 8 3 6 8 3 2 9 9 8 0 9 3 7 3 2 9 4 4 9 1 3 8 9 8 7 2 9 8 7 7 2 4 4 5 2 8 9 9 1 7 0 9 4 0 9 0 11 12 13 14 15 1 3 1 5 9 3 0 3 7 3 6 8 3 9 0 4 4 6 8 9 4 8 8 3 0 0 3 3 8 1 6 5 4 3 9 8 3 9 7 9 9 6 7 9 9 7 1 3 1 2 1 8 9 1 9 9 9 0 2 1 8 8 3 4 4 0 1 2 6 0 3 9 9 3 3 6 6 9 9 0 16 17 18 19 20 6 6 7 7 2 0 0 8 4 0 4 4 5 2 7 0 8 7 0 3 2 8 9 1 9 9 7 7 1 8 0 4 4 4 3 0 3 8 3 9 1 5 8 5 5 5 9 6 1 0 3 4 9 6 0 5 9 8 4 1 2 4 8 2 9 7 4 0 2 5 9 7 0 7 6 6 0 3 5 3 21 22 23 24 25 7 4 5 6 9 7 8 6 4 2 0 1 9 1 6 8 9 7 0 0 6 2 3 9 1 1 3 8 6 2 5 1 3 1 0 6 9 7 1 4 2 0 5 6 9 1 4 4 2 0 3 8 2 7 1 7 1 5 6 6 7 7 9 5 4 5 2 6 6 5 5 2 7 8 0 1 2 8 8 9 26 27 28 29 30 2 5 1 7 3 4 6 9 3 7 8 2 5 9 1 6 9 6 8 0 1 5 2 4 9 9 8 4 7 3 1 9 1 1 6 3 5 1 0 9 5 8 1 8 3 0 8 5 1 0 6 8 9 5 9 9 1 1 6 8 0 0 8 1 4 7 6 2 9 5 7 4 1 1 4 3 6 1 3 3 21 22 23 24 25 26 27 column number 28 29 30 31 32 row number    Complete the selection of the Bana coconut palm trees, in the table below. palm tree 1 2 3 4 5 number selected 21 39 … … … [2]

9 0680/41/O/N/14 © UCLES 2014 [Turn over (iii) Mark these trees on the base map shown below, with an X. [1] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 (iv) The sampling method selected several trees that were very close together in the Bana garden. Explain why the student used these trees as part of the survey, even though they were very close together. … …[1] (v) Suggest two ways the student could have improved this study. … … … …[2]

10 0680/41/O/N/14 © UCLES 2014 (d) The farmers often complain that they do not earn much money from coconuts. A survey found the following average selling prices for one coconut. farmers 4.32Rs wholesalers 5.72Rs market stalls 7.20Rs (i) Calculate the percentage (%) of the price of a coconut sold on a market stall that a farmer receives. Space for working. … % [2] (ii) The wholesalers and market stall holders say they cannot sell coconuts at a lower price because they have various costs. Suggest possible costs for wholesalers and market stall holders. wholesalers … … … … market stall holders … … … …[4]

11 0680/41/O/N/14 © UCLES 2014 [Turn over (e) Many farmers only have small coconut gardens of less than 0.5 ha. There are enough ripe coconuts to make it worth harvesting from a tree every two months throughout the year. Farmers need to supply wholesalers with ripe coconuts every week. (i) Draw and label a harvesting plan on the garden base map shown below. [3] 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 TURN OVER FOR QUESTION 1(e)(ii).

12 0680/41/O/N/14 © UCLES 2014 (ii) The student visited wholesalers and found that the coconut price paid to farmers changed each month. The student was given a copy of a wholesaler’s trading record for one year, which shows the average price of coconuts. month J F M A M J J A S O N D price / Rs 460 470 490 550 580 580 610 590 580 530 480 470 Plot the data as a graph on the grid below. [4] (iii) Describe the pattern shown in the graph. …[1]

13 0680/41/O/N/14 © UCLES 2014 [Turn over (iv) In which months was the average price highest and lowest? highest … lowest … [1] (v) Suggest reasons for the changes in price. … … … …[2] (f) The student wanted to find out more information from farmers arriving at the wholesalers. The student used a questionnaire to interview some farmers. The results are shown below. percentage of farmers who said: yes no Is your coconut garden more than 0.5 ha? 20 80 Are coconuts your main source of income? 65 35 Do you harvest more than 40 coconuts per tree in a year? 25 75 Do you earn enough from selling coconuts to support your family? 30 70 (i) Suggest two further questions the student could have asked the farmers. … … … …[2] (ii) Suggest how the student could have made sure that they interviewed a representative sample of farmers. … … … …[2]

14 0680/41/O/N/14 © UCLES 2014 (iii) What did the student find out about a typical coconut farmer from this questionnaire? … … … … … … … …[4] (g) An agricultural adviser helped some farmers to try growing other crops between the coconut palms. A planting plan was proposed for three plots in a coconut garden, as shown below. plot 1: coconut palms only plot 2: coconut palms with cowpeas and bananas plot 3: coconut palms with peppers and yams The harvests were recorded for one year. (i) Draw a suitable table to record the harvest of each crop from each plot in the space below. [3]

15 0680/41/O/N/14 © UCLES 2014 [Turn over (ii) Plot 2 included cowpeas, which are leguminous plants. Explain why the agricultural adviser expected the largest harvest from this plot. … … … …[2] Plot 2 Plot 3 (iii) Look at the sketch of plots 2 and 3 shown above. Suggest one other reason why the adviser expected the largest harvest from plot 2. Explain your answer. … … … …[2] [Total: 47]

16 0680/41/O/N/14 © UCLES 2014 2 Coconuts provide a wide range of products, such as: • coconut oil • tender, edible coconut • edible copra • coconut water • coir fibres • charcoal from shells (a) Coconut shells can be made into charcoal and used for cooking food. Is charcoal production a sustainable activity? Give reasons for your answer. … … … … … …[3] (b) Some farmers are still harvesting from old, tall coconut palms. Other farmers are investing in growing new hybrid palms. old, tall palms new hybrid palms give low yields give high yields slow growing with a long life fast growing with a short life allow extensive intercropping seedlings cost more than traditional varieties low resistance to pests high resistance to pests A farmer has a small coconut garden (0.75 ha) of old, tall palms with little intercropping. Suggest how this farmer could improve the garden’s income in the future. … … … … … … … …[4]

17 0680/41/O/N/14 © UCLES 2014 (c) There are large reserves of low grade coal in Orissa. The government plans to build a plant to make liquid fuels, such as diesel, from coal. It will be operational in 2016. The plan states that: • waste water will be fully recycled • carbon dioxide will be captured in underground formations • the diesel will produce less smoke than conventional diesel • 30 Mt of coal per year will give 80 000 barrels of fuel a day • rejected coal will be used in a power station to generate electricity • no more than 1500 ha will be needed for the plant and coal mine • about 70 000 jobs will be created directly and indirectly Do you think local people are in f avour or against this plan? Explain your point of view. … … … … … … … … … … … …[6] [Total: 13]

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20 0680/41/O/N/14 © UCLES 2014 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. 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

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the October/November 2014 series 0680 ENVIRONMENTAL MANAGEMENT 0680/41 Paper 4 (Alternative to Coursework), maximum raw mark 60 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, 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 2014 series for most Cambridge IGCSE®, Cambridge International A and AS Level components and some Cambridge O Level components.

Page 2 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0680 41 © Cambridge International Examinations 2014 1 (a) their land will be taken away / forced to migrate; lose their livelihood / jobs; will not get fair price for land; do not have the skills to work in new industries / eq.; farm workers attracted to new industries; ref. pollution in context of impact on farming; [2] (b) (i) 366; [1] (ii) 300 × 1.75 = 525; 366 × 1.50 = 549; [2] Allow one mark for correct calculation even if answer incorrect. (iii) Bana produces more nuts per tree; lowest Bana tree (68) still more than highest Tahaji (65) / eq.; Tahaji give more kg of nuts / eq.; Tahaji (first farmer) Bana (second farmer) nuts largest 1.75 OR smallest 1.50 yield not biggest 525 OR biggest 549 no. of nuts not most 300 (54–65) OR most 366 (67–82) [3] (c) (i) Five correct trees marked; [1] (ii) (21, 39) 38, 45, 46; [2] One mark for two correct, two marks for three correct.

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0680 41 © Cambridge International Examinations 2014 (iii) correct trees as stated in part (ii) marked. Ignore 21 and 39. [1] (iv) the trees were selected at random / not student’s choice / unbiased selection; [1] (v) repeat the survey (in more gardens); for more than one year; use more (than 5) trees; ref. different sampling method with detail (e.g. every third tree) / ref. control variables with detail; [2] (d) (i) 4.32 / 7.2 (× 100); = 60(%); [2] (ii) both need to make profit to stay in business so minimum price (thus cost); investment in product / coconuts; transport cost (stallholders only); labour costs; storage costs; rent / licence (both) for market stall / warehouse; power costs; ref. tax once; Max three for points about wholesalers or market stall holders. [4] (e) (i) garden divided into a minimum of three sections; labels / instructions to show sequence of harvesting; workable plan (supply every week) / further useful detail / idea of six trees per week; [3] (ii) linear y-axis sale; axes labelled; plots; [4] (iii) price increases to a peak (July / 610) / eq. and then steadily drops / eq.; [1]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0680 41 © Cambridge International Examinations 2014 (iv) July, January; [1] (v) shortage of supply / increases the price / in June; overproduction / lack of demand decreases price / in January; ref. to more or less demand for export; [2] (f) (i) How many people do you support?; How many trees do you have? / eq.; or a yes / no question, e.g. Do you intend to carry on coconut farming?; Are prices fair?; Have you other jobs?; Do you eat coconuts yourself?; What variety do you grow?; Do you use fertilisers?; How much do you earn from selling coconuts?; Credit other suitable questions. [2] (ii) select a reasonable / large number of farmers i.e. more than 10 (no more than 50 or 50% of a quoted number or all farmers coming to wholesaler sampled); system for deciding who to ask (systematic, e.g. age-related / gender-related / where they farm, zone / type of coconut); [2] (iii) idea that: most have small gardens / less than 0.5 ha; as their main source of income; with less than 40 nuts per tree; the income is not enough to support their family; [4] (g) (i) table drawn; table able to record data for three plots (with headings); table able to record data for five crops ( with headings); [3] (ii) legumes fix nitrogen; because bacteria in their roots; so soil more fertile / has nutrients added to it by them; coconuts / all plants will grow more; [2] (iii) plot 2 has higher planting density; light can reach all the plants; so more photosynthesis; leading to better / eq. growth; [2]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0680 41 © Cambridge International Examinations 2014 2 (a) yes ref. to carbon neutral; the carbon dioxide released will be absorbed by photosynthesis / growing the next crop of coconuts; cannot release more carbon dioxide than was absorbed; renewable resource AVP; no still causes pollution; ref. to non-carbon dioxide based pollutants / smoke; might lead to lack of food; [3] (b) (use some profit to) invest in increasing intercropping; especially nitrogen fixers / legumes; as this will increase yields; of all plants; remove some old palms; use / sell them for fuel; replace with (small number of) hybrids; but can only afford a small number of hybrids; so need to do it step by step; advantage is they give higher yield / more nuts; less labour as easier to pick / need less pesticides / pest resistance; ref. to other techniques such as adding organic fertiliser; [4]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2014 0680 41 © Cambridge International Examinations 2014 (c) in favour against very good use of coal reserves within the country / eq.; the new jobs encourage people to give up farming / ref. to pull factor / visual pollution; less pollution from vehicles with new diesel; coal waste / ash needs to be disposed of; so lower contribution to climate change / greenhouse effect; does not use up much land; creates jobs; what happens when the coal runs out; so do not need to import as much coal / diesel; not enough local people with the skills for the new plant; ref. to GDP / balance of payments; destroys farmland; ref. to improved infrastructure; rejected coal will still cause pollution; does not use up much land; possible risk of water pollution; highly skilled / high salary jobs / able to support families; 80 000 barrels a day unlikely to satisfy (future) demand / only a small proportion of fuel consumption; some carbon dioxide captured / eq.; destroys traditional way of life; ref. to advantages of water recycling; AVP; AVP; [6] AVP = Alternative Valid Point. [Total: 60]