Cambridge IGCSE Environmental Management 0680 — 2015 May/June Paper 2 · Variant 2

This document consists of 15 printed pages, 1 blank page and 1 Insert. DC (NF/CGW) 91748/6 © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 7 8 2 5 7 3 9 0 9 3 * ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 May/June 2015 1 hour 45 minutes Candidates answer on the Question Paper. Additional Materials: Insert 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 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. The Insert is not required by the Examiner.

2 0680/22/M/J/15 © UCLES 2015 1 (a) Look at the information about the River Ganges and the country of Bangladesh. India N Bhutan Bay of Bengal Bangladesh Myanmar Republic Nepal Tibet region of China river international boundary Key the Ganges River basin B r a hmaput ra R. Jumn a R . G a n g e s Dhaka 0 300 km Hi mala y a s 40 000 30 000 20 000 10 000 J F M A M J month average monthly flow / m3 per second average monthly flow of the River Ganges near Dhaka in Bangladesh J A S O N D 0

3 0680/22/M/J/15 © UCLES 2015 [Turn over 400 300 200 100 J F M A M J month average monthly rainfall / mm average monthly rainfall in Dhaka, the capital of Bangladesh J A S O N D 0 The River Ganges is joined by the River Brahmaputra in Bangladesh before it reaches the sea. These rivers have created a large, low-lying area that covers much of southern Bangladesh. Bangladesh is a developing country with a large population, many of whom are poor subsistence farmers. (i) Describe the pattern of flow of the River Ganges throughout the year. … … … … … … … … [4] (ii) Describe the relationship between rainfall and the amount of water flowing in the River Ganges. … … … … [2] (iii) When the average monthly flow is greater than 25 000 m3 per second, the river often floods. State when flooding is likely to occur. … … [2]

4 0680/22/M/J/15 © UCLES 2015 (iv) Describe the problems for people when rivers flood. … … … … … … … … … … [5]

5 0680/22/M/J/15 © UCLES 2015 [Turn over (b) Look at the diagram showing the distribution of water on Earth. total global water oceans 97% fresh water glaciers and ice caps 68.6% groundwater 30.1% GLVWULEXWLRQRI(DUWK·VZDWHU surface water and other fresh water ice and snow 73.1% lakes 20.1% fresh water 3% atmosphere 0.2% rivers 0.6% swamps etc. 2.5% soil moisture 3.5% surface water and other fresh water 1.3% (i) State what percentage of the Earth’s water is fresh water. … % [1] (ii) It is estimated that there are 1390 million km3 of water on Earth. Calculate how many million km3 of water is fresh water. Space for working. … km3 [2]

6 0680/22/M/J/15 © UCLES 2015 (iii) Explain why water shortage is a problem in many parts of the world when there is so much fresh water on Earth. … … … … … … … … [4] (c) Look at the map which shows major oil spills in the last thirty years. major oil spills in the last 30 years Asia Europe Africa South America Key location of oil spill North America Pacific Ocean Pacific Ocean Atlantic Ocean Indian Ocean Tropic of Cancer Tropic of Capricorn Oceania Equator (i) State how many major oil spills occurred on land in the last thirty years. … [1]

7 0680/22/M/J/15 © UCLES 2015 [Turn over (ii) Describe the distribution of marine oil spills. … … … … … … [3] (iii) Suggest reasons why more marine oil spills have occurred in some parts of the oceans than in others. … … … … … … [3] (iv) Describe the impact of a major oil spill on the marine ecosystem. … … … … … … … … [4]

8 0680/22/M/J/15 © UCLES 2015 (d) Look at the table below, which shows sources of marine pollution. marine pollution source examples percentage of marine pollution / % rivers nutrients bacteria heavy metals 44 airborne emissions mercury nitrous oxides 33 shipping spills oil 12 ocean dumping sewage rubbish 10 offshore mineral extraction oil gas 1 Draw a pie graph in the circle below to show the sources of marine pollution and complete the key. [3] 0 / 100% 50% 10% 40% 90% 60% 20% Key 30% 80% 70% rivers airborne emissions shipping spills offshore mineral extraction ocean dumping

9 0680/22/M/J/15 © UCLES 2015 [Turn over (e) Explain why international co-operation is important in controlling marine pollution. … … … … … … … … … … … … [6]

10 0680/22/M/J/15 © UCLES 2015 2 (a) Study the graph which shows atmospheric carbon dioxide concentrations and average global temperatures for the past 800 000 years. 150 200 250 300 350 400 5 0 800 000 700 000 600 000 500 000 400 000 300 000 200 000 100 000 0 years before present average temperature / °C carbon dioxide concentration / ppm 10 15 20 (i) State the highest carbon dioxide concentration in the last 800 000 years. … ppm [1] (ii) State the highest temperature in the last 800 000 years and how lon g ago it occurred. temperature … °C how long ago it occurred … years ago [2] (iii) Compare the trend in carbon dioxide concentrations with that of world temperatures. … … … … [2]

11 0680/22/M/J/15 © UCLES 2015 [Turn over (b) (i) Look at the table which shows sources of carbon dioxide emissions from human activities. sources of carbon dioxide emissions from human activities percentage / % electricity generation and heating 24 industry 19 forestry 17 transport 15 farming 14 construction 8 waste disposal 3 Use the data to complete the bar graph. [2] waste disposal construction farming transport forestry industry electricity generation and heating 0 5 10 15 20 25 percentage of carbon dioxide emissions (ii) Explain why electricity generation, heating, industry and transport produce large quantities of carbon dioxide. … … … … … … [3]

12 0680/22/M/J/15 © UCLES 2015 (c) Look at the divided bar graphs showing carbon dioxide emissions in 1970 and 2010, by continent. billion tonnes of carbon dioxide emissions 0 1 1970 2010 Key Eu = Europe NA = North America SA = South and Central America As = Asia Oc = Oceania Af = Africa 2 3 4 0 1 2 3 4 5 6 7 8 Eu Eu NA As Oc S A A f NA SA As Oc Af (i) Calculate how much the total emissions of carbon dioxide have increased from 1970 to 2010. … [1] (ii) Describe the changes in the amounts of carbon dioxide emissions from these continents between 1970 and 2010. … … … … … … … … [4]

13 0680/22/M/J/15 © UCLES 2015 [Turn over (iii) Describe strategies to reduce carbon dioxide emissions. … … … … … … … … [4] (d) (i) Explain what is meant by the term fossil fuel. … … … … [2] (ii) Name two fossil fuels. … … [1] (e) Look at the photograph (Insert) of an open-pit (cast) coal mine. (i) Explain how mineral deposits are removed from an open-pit (cast) mine. … … … … [2]

14 0680/22/M/J/15 © UCLES 2015 (ii) Using the photograph (Insert) and your own knowledge, describe the environmental impacts of open-pit (cast) mining. … … … … … … … … [4] (f) Read the comments for and against the use of nuclear power rather than fossil fuels to generate electricity. Fossil fuels will run out and we need a reliable source of power when that happens. Fossil fuels will become very expensive as they become scarce. There is probably enough uranium ore to last more than 1000 years. Nuclear power stations produce large amounts of radioactive waste that we cannot dispose of safely. Nuclear waste remains dangerous for thousands of years. Nuclear power does not produce carbon dioxide, unlike fossil fuels. Radiation is natural; it is all around us. Nuclear power does not increase the amount of radioactivity to any great extent. Coal, oil and gas-fired power stations are only one source of greenhouse gases. Even if nuclear power was used to produce all the world’s electricity it would not stop an increase in greenhouse gases in the atmosphere. Nuclear power doesn’t need vast amounts of raw materials to be transported to the power station. Nuclear accidents happen – Chernobyl, Fukushima, Three Mile Island – they will happen again.

15 0680/22/M/J/15 © UCLES 2015 (i) State two environmental reasons in favour of nuclear power. … … … … [2] (ii) Suggest why a person living near a nuclear power station may be both in favour of and against nuclear power. … … … … … … … … [4] (g) Is nuclear power the best way to meet future energy needs? Explain your answer. … … … … … … … … … … … … [6]

16 0680/22/M/J/15 © UCLES 2015 BLANK PAGE Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge International Examinations Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cie.org.uk after the live examination series. 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.

® IGCSE is the registered trademark of Cambridge International Examinations. CAMBRIDGE INTERNATIONAL EXAMINATIONS Cambridge International General Certificate of Secondary Education MARK SCHEME for the May/June 2015 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 2015 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 – May/June 2015 0680 22 © Cambridge International Examinations 2015 1 (a) (i) up then down; very low Jan to May; starts increasing (rapidly) in June; reaches peak in August; then declines (rapidly); max. two marks for quoting data from the graph: peak ca.36 000, lowest <1000, below 2500 Jan to May etc.;; [4] (ii) discharge increase with rainfall / positive relationship; peak a month later than peak rainfall; because water takes time to reach / flow down the river; [2] (iii) end of / mid July; to start of / mid October; August and September; [2] (iv) Allow one mark per point plus one mark for development where appropriate. loss of life; crops / livestock destroyed; lack of food / malnutrition / starvation; water supplies contaminated; may lead to cholera / typhoid; stagnant water for breeding mosquitoes; increasing risk of malaria; houses and contents damaged / lost; homelessness; infrastructure / transport disrupted; cost to government; businesses damaged; people out of work; loss of income; food costs increase; time / effort / cost of restoration when floods recede; [5]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0680 22 © Cambridge International Examinations 2015 (b) (i) 3% [1] (ii) 100 3 1390× (million) 41.7 million km3 Accept ECF from (b)(i). [2] (iii) most water not available for use; as it is in glaciers and ice caps; or deep underground; only small amount in rivers; water not evenly spread over the Earth / wide variations in rainfall; rapid population growth; increasing demand for industry / irrigation / etc.; rivers / lakes polluted; [4] (c) (i) 2; [1] (ii) Max. one mark for a list of where. Requires some description of clustering, so two clusters described and a list of others would give max. three marks. not evenly spread; mainly close to coasts; some clusters such as south of N America (Gulf of Mexico); W Europe; a few on W coast of Africa; most in N hemisphere; many / most in Atlantic (includes Gulf of Mexico); [3] (iii) mainly on shipping routes; more likely near to where oil produced; or where it is to be used; [3] (iv) oil poisons marine life; reduces ability of gills to absorb oxygen; and causes them to die; oil penetrates feathers of sea birds; so they no longer insulate birds / cannot fly; can blind birds / fish / sea mammals; so they cannot find their prey; affects ability to smell; so cannot find prey; blocks filter feeding apparatus, e.g. corals; layer on surface blocks sunlight; so reducing photosynthesis; and reducing gaseous exchange / oxygenation; disrupts food chain; [4] (d) Two marks for accurate pie graph. One mark if one or two sectors inaccurate. One mark for correctly completed key. [3]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0680 22 © Cambridge International Examinations 2015 (e) Indicative content: Wide variety of ideas to be explored, such as: Ocean currents and winds cause pollution to spread (required for top level). Pollution caused by all nations bordering oceans and by landlocked countries via rivers and wind. Outside territorial waters there is no individual country ownership of or responsibility for the ocean / sea. Ships often under ‘flags of convenience’ so little control by that nation. Often hard to identify polluter so all need to take responsibility. Many nations need the oceans resources of fish so all need to work together to preserve environment. Do not expect Level 3 answers to cover all aspects. Mark on quality of response. Level 3 5–6 marks Answers the question and provides at least two reasons explained well or three in less detail. Must cover the fact that pollution is spread to all parts of the oceans no matter where it originates. Level 2 3–4 marks Some detail of at least two reasons with some explanation. If both done well the answer will reach the top of the level. Level 1 1–2 marks Basic descriptive points with little or no explanation. May just be a list or one good point. No response or no creditable response scores zero marks. [6]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0680 22 © Cambridge International Examinations 2015 2 (a) (i) 380–390 ppm [1] (ii) temperature: 20 °C; how long ago it occurred: 125 000 to 130 000 years ago; [2] (iii) similar shapes / when one goes up or down so does the other; recent increase in CO2 not matched by such a large temperature increase; [2] (b) (i) Two marks for all four correct. One mark for two or three correct. [2] (ii) largely dependent on fossil fuels / example of a fossil fuel; which contain a large amount of carbon; which when burnt produces CO2, May answer in terms of why renewables / nuclear unable to provide sufficient electricity, or are costly for max. two marks. [3] (c) (i) doubled / 4 billion tonnes / from 4 to 8 billion tonnes; [1] (ii) all increased; largest / massive increase in Asian emissions; small increase in Europe and / or in N America; others more than doubled; S America and Oceania and Africa still small emissions but much larger than in 1970; Max. one mark on data. Max. one mark if just a list with no comparisons. [4] (iii) Must be able to be seen as possible strategies. Allow development marks. change to renewables / nuclear for electricity generation; increased efficiency of engines; insulation to reduce heat loss and energy demand; recycling materials uses less energy than primary processing; public transport policy; banning of old vehicles; policy for reducing deforestation; etc. Two points well explained can achieve all four marks. [4] (d) (i) fuel derived from prehistoric / ancient plants and animals; formed by anaerobic decay / heat / pressure; carbon (hydrocarbon) based; [2] (ii) two from oil (petroleum), coal, gas; [1]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0680 22 © Cambridge International Examinations 2015 (e) (i) soil / overburden stripped away; loosened by explosives; mineral extracted using diggers / mechanical shovels / etc.; taken away by trucks; [2] (ii) visual pollution; waste heaps; noise pollution from blasting / machinery; loss of habitat / wildlife; atmospheric pollution / dust; transport of mineral causing air pollution; pollutants seeping into groundwater / lake / rivers; [4] (f) (i) does not produce carbon dioxide / contribute to enhanced greenhouse effect; less transport of fuel needed; [2] (ii) in favour because: provides employment; and social / economic benefits as a result; provides power supply; against because: risk of leaks / accidents; so releasing radioactive materials / radiation; radioactive waste problem; which may cause cancer / illness / death; Max. three marks on either side of the debate. [4]

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – May/June 2015 0680 22 © Cambridge International Examinations 2015 (g) Indicative content for: Long lasting supplies. Fossil fuels diminishing rapidly. Renewables such as solar or wind not reliable. Access to resources not a limiting factor for siting. Biofuels cannot meet demand. Indicative content against: No solution to waste problems. Risk of leak, accidents, terrorism. Expensive to build and decommission. Do not expect Level 3 answers to cover all aspects. Mark on quality of response. Level 3 5–6 marks Answers the question and provides at least two reasons explained well or three in less detail. Must look at both sides of the argument. Level 2 3–4 marks Some detail of at least two reasons for and/or against. May answer the question but provide only reasons with limited development. Level 1 1–2 marks Basic descriptive points with little or no reasoning. May just be a list of for and / or against No response or no creditable response scores zero marks. [6] [Total: 80]