Cambridge IGCSE Environmental Management 0680 — 2015 Oct/Nov Paper 2 · Variant 1

This document consists of 16 printed pages. DC (LEG/FD) 122648/6 R © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 6 3 4 2 0 9 9 7 5 0 * ENVIRONMENTAL MANAGEMENT 0680/21 Paper 2 October/November 2015 1 hour 45 minutes Candidates answer on the Question Paper. No Additional Materials are required. 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.

2 0680/21/O/N/15 © UCLES 2015 1 (a) Look at the graph below which shows the percentage of world energy that came from different sources in 2013. coal .H\ natural gas oil nuclear power alternative sources (i) State the energy source that was used most in 2013. …[1] (ii) Calculate the percentage of world energy that came from fossil fuels in 2013. Space for working. … % [1] (iii) Using evidence from the graph, describe the contribution that alternative energy sources made to world energy in 2013. … … … …[2]

3 0680/21/O/N/15 © UCLES 2015 [Turn over (b) Look at the map, which shows where coal deposits are found in the world. 7URSLFRI &DQFHU 7URSLFRI &DSULFRUQ .H\ FRDOGHSRVLWV 1RUWK $PHULFD 6RXWK $PHULFD $IULFD (XURSH $VLD 2FHDQLD $QWDUFWLFD (TXDWRU 1 (i) Describe the distribution of coal deposits shown on the map. … … … … … …[3] (ii) Explain how coal was formed. … … … … … …[3]

4 0680/21/O/N/15 © UCLES 2015 (iii) The table shows information about how fossil fuels are used to generate electricity in the United States of America. Draw a bar graph on the grid below using the data in the table. Label your axes. fossil fuel percentage of electrical production oil 2 gas 25 coal 42 [4]

5 0680/21/O/N/15 © UCLES 2015 [Turn over (c) Look at the diagram, which shows a power station that produces electricity using coal. water waste gases water is turned to steam in the boiler cooling tower electricity pylon turbine generator furnace steam steam (i) Using the diagram, explain how electricity is produced in the power station. … … … … … …[3] (ii) Suggest the environmental impacts a power station that uses coal might cause. … … … … … … … …[4]

6 0680/21/O/N/15 © UCLES 2015 (d) Look at the map below, which shows a world distribution of acid rain. Tropic of Cancer Tropic of Capricorn North America South America Africa Europe Asia Oceania Antarctica .H\ acid rain Equator 6000 km 0 N (i) Using the map, state the name of two continents which are affected by acid rain. 1 … 2 … [2] (ii) Using the map, identify one continent that is not affected by acid rain. Suggest a reason for this. continent … reason … … [2] (iii) Explain how acid rain is formed. … … … … … … … …[4]

7 0680/21/O/N/15 © UCLES 2015 [Turn over (iv) Explain why international agreements are needed to solve the problem of acid rain. … … … … … … … … … …[5] (e) Suggest why countries around the world do not use more alternative energy. … … … … … … … … … … … …[6]

8 0680/21/O/N/15 © UCLES 2015 2 (a) (i) A student investigating soil types found out that a sample of soil contained the following particles. soil particles percentage composition clay 70 sand 18 silt 12 Use this information to complete the pie graph and key below. .H\    [3] (ii) Suggest reasons why clay soils are often used as grazing land rather than for growing crops. … … … …[2]

9 0680/21/O/N/15 © UCLES 2015 [Turn over (b) Look at the information below taken from a student textbook. Parts of northern China experience some of the worst soil erosion in the world. The soil is being washed and blown away at a very rapid rate. It is estimated that 1.6 billion tonnes of soil reach the nearby Huang He River each year. Removal of natural vegetation to grow crops is thought to be one of the causes of this soil erosion. (i) Suggest reasons why the development of crop farming has led to soil erosion in northern China. … … … … … … … …[4] (ii) Describe two ways, other than soil erosion, in which crop farming could damage the environment. … … … … … … … …[4]

10 0680/21/O/N/15 © UCLES 2015 (c) Look at the sketch below, which shows some terraced fields in Nepal. IODWODQG HDUWKEDQN (i) Suggest how the terracing shown in the sketch might help to prevent soil erosion. … … … …[2]

11 0680/21/O/N/15 © UCLES 2015 [Turn over (ii) Look at the diagram below, which shows other methods for preventing soil erosion. methods to reduce soil erosion dry land farming rural development programmes land reform contour ploughing Describe and explain how two of these methods help to reduce soil erosion. method 1 … … … … method 2 … … … … [4]

12 0680/21/O/N/15 © UCLES 2015 (d) Many people in India and the Ganges Valley survive through subsistence farming. Farmers grow rice in flooded fields. Look at the map below, which shows rice production for the major rice producing states in India. .H\ 3DNLVWDQ 3XQMDE 1HSDO 6UL/DQND %KXWDQ %DQJODGHVK :HVW %HQJDO %D\RI%HQJDO $UDELDQ6HD DQGRYHU ²  ²   XQGHU

13 0680/21/O/N/15 © UCLES 2015 [Turn over (i) The Punjab produces 10.5% of India’s rice. Use the key to complete the shading for the Punjab region on the map. [1] (ii) State the rice production for West Bengal. … % [1] (iii) Look at the graph below, which shows total rice production in India between 1950 and 1999. 15 1950-51 1955-56 1960-61 1965-66 1970-71 1975-76 1980-81 1985-86 1990-91 1995-96 1998-99 35 25 45 55 65 75 85 95 rice production / million tonnes years Using evidence from the graph, describe how total rice production in India changed between 1950 and 1999. … … … … … …[3]

14 0680/21/O/N/15 © UCLES 2015 (iv) Look at the graph below, which shows rice production and the area of irrigated land for another country.                       ULFHSURGXFWLRQ NJSHUKHFWDUH LUULJDWHGODQG            Use the graph to complete the table below. rice production in 2000 … kg per hectare irrigated land in 2000 … % [2] (v) Calculate the increase in irrigated land from 1950 to 2000. Space for working. … % [1]

15 0680/21/O/N/15 © UCLES 2015 [Turn over (vi) Using evidence from the graph, describe the relationship between rice production and irrigated land. Suggest an explanation for the relationship. … … … … … …[3] (e) The Green Revolution was introduced to modernise agriculture. Describe the advantages of the Green Revolution. … … … … … … … …[4]

16 0680/21/O/N/15 © UCLES 2015 (f) Suggest strategies for sustainable agriculture. Explain how these might be less damaging to the environment than other farming methods. … … … … … … … … … … … …[6] 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 October/November 2015 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 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 – October/November 2015 0680 21 © Cambridge International Examinations 2015 1 (a) (i) oil; [1] (ii) 80%; [1] (iii) alternative sources of energy do not contribute much in 2013 / only a small percentage of our energy comes from alternative sources; only 13.6% (accept 12–15%) of our energy comes from alternative sources; more than nuclear / less than fossil fuels / named fossil fuels; [2] (b) (i) the distribution (of coal deposits) is not even / is uneven around the world; one identified area; coal deposits are found mainly in the northern hemisphere / north of the Tropic of Cancer / not many deposits in southern hemisphere; except Oceania; few deposits between the tropics; [3] (ii) coal was formed over millions of years; huge forests / swamps covered much of the Earth; vegetation / plants died / decayed; layering / covered with sediments; heat / pressure; [3] (iii) correct scale on y-axis; axes labelled correctly (including bars identified); all three bars plotted correctly; one or two bars plotted correctly; [4] (c) (i) coal is burned (in furnace); the water is turned into steam; steam turns a turbine; under pressure; the turbine is linked to a generator to produce electricity; [3] (ii) visual impact of power station / cooling towers / pylons; loss of habitat to build power station / clearance of natural vegetation; atmospheric pollution (from burning coal); sulfur dioxide causes acid rain; carbon dioxide enhances greenhouse effect / global warming; increased water vapour / local precipitation; increased temperature locally (heat island); warm water released into rivers affects aquatic life: heavy lorries on local roads increases air pollution / noise pollution (which scares animals); unsightly ash heaps, etc.; [4] (d) (i) North America; Europe; Africa; Asia; South America; [2] (ii) Oceania or Antarctica (Allow Africa.); reasons: low population density / no permanent population; less demand for energy; less vehicles / cars used; land used for agriculture and not industry; long distance from main producers of acid rain; [2]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0680 21 © Cambridge International Examinations 2015 (iii) sulfur dioxide / nitrogen oxides; named source; rise into atmosphere; mix / dissolve / react with water in the atmosphere; pH lowered; Allow formulae. [4] (iv) it is a global problem / it affects more than one country / it is a problem in many countries; it is caused in one country and felt in another / pollution crosses national boundaries; because is blown / carried by the wind; named example to support; solutions will not be effective unless all countries agree to them; difficult for one country to solve on its own; some countries might need financial help; technology required; it is costly to install alternative energy sources; [5] (e) Content guide: renewable energy sources are costly to set up some countries cannot afford the set-up costs some countries may not have sufficient technology there are not many available sites renewable energy is not reliable supply will not meet demand times of high supply are not always time of high demand and electricity cannot be stored some renewable energy schemes will face opposition / planning constraints etc. fossil fuels cheap, already established and available political agendas Do not expect every aspect to be covered, even for answers in the top level. Level 3 5–6 marks Comprehensive understanding of the issue shown. Three or more reasons why alternative energy sources are not more widely used well explained. Level 2 3–4 marks Some understanding of the issue shown. Some explanation of at least two reasons why alternative energy sources are not more widely used. Level 1 1–2 marks Basic understanding of the issue shown. Descriptive points. Little or no explanation. No response or no creditable response scores zero marks. [6]

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0680 21 © Cambridge International Examinations 2015 2 (a) (i) correctly placed line at 70%; correctly placed line at 82% or 88%; appropriate shading and completed key; [3] (ii) clay soils retain water; so they give lush / good pasture; clay soils can be waterlogged / poorly aerated / eq.; so would be too wet for crops; clay soils are heavy; so are difficult to plough; clay soils are too cold for crop growth; [2] (b) (i) natural protective vegetation is removed; fewer roots to bind the soil; less organic matter to bind the soil / degradation to soil structure; windbreaks removed; soil more easily eroded by the wind / rain; soil left bare for part of the year; less interception of rainfall etc.; ploughing weakens soil structure; ploughing creates furrows for rainwater to follow etc.; [4] (ii) One mark for correctly identifying a way in which arable farming can impact on the environment and a further mark for describing the impact. for example: use of fertilisers; can lead to eutrophication of local rivers; removal of hedgerows / trees; causing habitat loss; draining of wetlands; causing habitat loss; pesticides; causing impact on wildlife / food chain; irrigation; causing waterlogging of soils / salinisation, etc.; monoculture; causing reduction in biodiversity; Accept other valid ways. [4] (c) (i) slows down / reduces surface run-off; allowing more infiltration; small bank of earth traps soil at edge of terrace; [2]

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0680 21 © Cambridge International Examinations 2015 (ii) Credit reasonable ideas. One mark for description and one for explanation for each method. land reform: land ownership is changed, land taken out of hands of landlords and given to local people; increased community involvement; more incentive to conserve the soil; dry farming: straw / mulch / layer of weeds covers the soil; stops soil drying so less likely to be eroded; reduces evaporation; contour ploughing: ploughing of the land around slopes; creates a water break reducing the effects of rills and gullies; allows more time for water to soak into the soil reducing surface run-off; rural development programmes: training (from government or NGO); an example of a relevant programme given; [4] (d) (i) Punjab shaded on map as shown in key; [1] (ii) 15% (and over); [1] (iii) the trend is that food production increases steadily over the period; it increases from 20 million tonnes in 1950 / 51 to 85 million tonnes in 1998 / 99; the exception is 1965 / 66 (or 1961–1966) where production decreased slightly; [3] (iv) 1900; 53; [2] (v) 21; [1] (vi) Allow max. two marks for description or explanation alone. the scatter graph shows a positive correlation / as irrigation increases then rice production also increases; (D) pair of statistics from the graph to back up idea; (D) idea that as irrigation (technology) is increased, land becomes more productive; (E) allows the use of high-yielding varieties; (E) irrigation allows for double cropping so increasing yield / mitigates drought; (E) [3]

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0680 21 © Cambridge International Examinations 2015 (e) increased food production / wider range of crops can be grown; developed the use of high-yielding varieties; more mechanisation means less labour needed; reduced food shortages; less reliant on imports / can export food; falling food prices; crops less prone to disease / drought; crops more able to withstand wind and rain; some farmers became more wealthy; [4] (f) Content guide: organic farming mixed cropping crop rotations plant breeding trickle drip irrigation integrated pest control / biological control Do not expect every aspect to be covered, even for answers in the top level. Level 3 5–6 marks Comprehensive understanding of the issue shown. Detailed explanation of three or more strategies. Level 2 3–4 marks Some understanding of the issues shown. Two or more strategies explained although may be in simple terms. Level 1 1–2 marks Basic understanding shown. Descriptive points. Little or no explanation. No response or no creditable response scores zero marks. [6] [Total: 80]