Cambridge IGCSE Environmental Management 0680 — 2015 Oct/Nov Paper 4 · Variant 2

This document consists of 15 printed pages and 1 blank page. DC (NF/CGW) 122702/4 R © UCLES 2015 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 0 1 9 2 2 8 9 8 6 7 * ENVIRONMENTAL MANAGEMENT 0680/42 Alternative to Coursework October/November 2015 1 hour 30 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 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.

2 0680/42/O/N/15 © UCLES 2015 map of the world Equator Tropic of Capricorn Tropic of Cancer Sri Lanka

3 0680/42/O/N/15 © UCLES 2015 [Turn over map of Sri Lanka 0 50 Key Colombo main district of intensive chicken farming N km Area of Sri Lanka: 65 600 sq km Population: 22 million Children per woman: 2.15 Life expectancy: 76 years Currency: Rupee (130 LKR = 1 US$) Languages: Sinhala, Tamil Climate: tropical Terrain: low flat plains with mountains in the south central interior Main exports: textiles, clothing, tea, spices, rubber, precious stones, coconut products and fish

4 0680/42/O/N/15 © UCLES 2015 1 Sri Lanka has developed manufacturing and service industries. However, more than 30 percent of the population are involved in agricultural production. The island is divided into a dry and a wet zone. Different farming methods are used to grow crops and raise livestock in each zone. The government wants to encourage farmers to increase production of eggs and chicken meat to improve the health and nutrition of the population. (a) (i) Suggest how eating eggs can improve the health and nutrition of the population. … … … … [2] A study of children up to four years old was carried out in five villages. The findings are shown in the table below. health problem percentage of children low birth weight 17 underweight 29 respiratory infections 14 diarrhoea 5 (ii) Suggest a reason why respiratory infections and diarrhoea are serious conditions in young children. … … … … [2] (iii) Suggest two causes of low birth weight. … … … … [2] (iv) Suggest one cause of children being underweight. … … [1]

5 0680/42/O/N/15 © UCLES 2015 [Turn over The study also measured the height and mass of adult women. Their body mass index (BMI) was calculated using the formula below. BMI = mass height2 The results for three of the women in this study are shown in Table 1.1. Table 1.1 adult woman mass / kg height / m height2 / m2 BMI category A 55 1.60 2.56 21.48 normal B 50 1.58 … … … C 49 1.65 … … … Table 1.2 BMI percentage of adult women category Below 18.5 20 underweight 18.5–24.9 58 normal 25.0–29.9 17 overweight 30.0 and above 5 obese (v) Complete the column for height2 / m2 and BMI and use information from Table 1.2 to complete the category column in Table 1.1. [3] (vi) To what extent does the study support the government belief that nutrition needs to be improved? … … … … [2]

6 0680/42/O/N/15 © UCLES 2015 (b) An agricultural researcher wanted to carry out a survey of the chickens kept in the five villages to find out about the production of eggs for food. The researcher proposed three plans. plan one Visit one family from each village, record how many chickens they keep and how many eggs they collect in one week. plan two Visit five families from each village, record how many chickens they keep and how many eggs they collect in one week. plan three Visit five families from each village, record how many chickens they keep. Weigh every egg collected by each family in one week. (i) Suggest why the researcher decided not to carry out plan one. … … [1] (ii) Explain why plan three is better than plan two. … … [1] The researcher carried out plan three. The results for one village are shown below. family P family Q family R family S family T number of chickens 3 2 4 5 3 number of eggs collected in a week 11 9 15 20 10 mass of each egg / g 52, 50, 51, 46, 48, 45, 53, 51, 48, 49, 50 47, 52, 50, 49, 49, 54, 53, 51, 51 58, 49, 56, 57, 52, 47, 48, 51, 60, 45, 44, 53, 51, 50, 50 57, 46, 49, 49, 53, 52, 51, 44, 43, 57, 59, 53, 54, 47, 48, 48, 45, 41, 40, 54 55, 46, 48, 47, 49, 53, 49, 51, 46, 45 total mass of eggs / g 543 456 771 990 … average mass of one egg / g 49.4 50.7 51.4 49.5 … (iii) Complete the table for family T. [2]

7 0680/42/O/N/15 © UCLES 2015 [Turn over (iv) Suggest how the researcher selected the five families to be a representative sample of this village. … … [1] (v) Suggest how this study could be improved to provide more information on egg production in villages. … … … … [2] (c) The researcher also found that 70 percent of the chicken food came from household waste. The chickens found the rest of their food themselves. Suggest whether keeping these chickens is a sustainable activity. Give reasons for your answer. … … … … [2] (d) A government scheme distributed 900 000 young chicks to hundreds of villages to try to increase the number of eggs produced. The researcher visited some of these villages and found that 65 percent of the young chicks did not survive long enough to lay eggs. (i) Calculate how many of the chicks survived to lay eggs. Space for working. … [2] (ii) Suggest why this scheme is likely to increase the number of eggs produced for only two years. … … … … [2]

8 0680/42/O/N/15 © UCLES 2015 (e) Look at the factsheet that gives information about the cockerel exchange programme (CEP). FACTSHEET • The cockerel exchange programme (CEP) gives villagers improved cockerels (male chickens) in exchange for local male birds. • The improved cockerel can breed freely with the local female chickens. village hen (female chicken) improved cockerel (male chicken) • lay 50 eggs a year • hens take good care of young chicks • some chicks are eaten by predators • cockerels carry genes for hens to lay 150 eggs a year • improved hens take little care of young chicks • many chicks are eaten by predators (i) Explain how the CEP can lead to an increase in the number of eggs produced each year. … … … … [2] (ii) Suggest why villagers find it difficult to stop predators taking eggs and birds. … … [1] (iii) Suggest why selective breeding programmes, such as the CEP, may cause problems in the future. … … … … [2]

9 0680/42/O/N/15 © UCLES 2015 [Turn over 2 (a) To supply towns and cities with eggs, some farmers keep large flocks of chickens in enclosures and feed them maize. More maize is needed every year to meet demand. The government has placed a new tax on imported maize to encourage Sri Lankan farmers to increase production, which has now risen to more than 120 million tonnes a year. Explain how the new tax caused an increase in maize production. … … … … [2] (b) The maize weevil is a serious insect pest, as it destroys the maize grains both in the field and during storage. A scientist observed that two wild plants had no insect pests. To find out if these wild plants had a natural pesticide, the following method was used. • dry the leaves of the wild plants • grind the dry leaves into a powder • apply 10 g of dried leaf powder to a maize cob infected with weevils • count the number of living and dead weevils after 24 hours The results of using the powder from two different species of wild plant on two infected maize cobs, are shown in the table. number of maize weevils powder from wild plant A powder from wild plant B living 84 94 dead 6 0 total on each cob 90 94 (i) Calculate the percentage of dead weevils for the maize cob treated with powder from plants A and B. Space for working. plant A …% plant B …% [2] (ii) Suggest two factors the scientist should have controlled in this experiment. … … … … [2]

10 0680/42/O/N/15 © UCLES 2015 (c) The scientist investigated the effects of the leaf powder from wild plant A. Each maize cob had a different amount of leaf powder added to it. The results are shown below. The percentage of weevils that were dead every six hours was recorded. hours leaf powder amount / g 6 12 18 24 percentage of dead weevils 0.0 0 0 4 4 3.0 31 60 71 78 5.0 48 75 81 84 7.5 55 80 88 90 (i) Suggest why the scientist used 0.0 g leaf powder on one maize cob. … … [1]

11 0680/42/O/N/15 © UCLES 2015 [Turn over (ii) Plot the results for the 3.0 g treatment over 24 hours as a graph on the grid below. [4] (iii) Describe the pattern shown on the graph. … … … … [2] (iv) Draw a line on the graph to show the likely effect of using 10.0 g of leaf powder. [1]

12 0680/42/O/N/15 © UCLES 2015 (d) The scientist wanted to find out about weevils on maize growing in a one hectare field. The scientist used the following method. • Lay four tapes in the field to make a 10 m × 10 m square. • Take ten pieces of paper. Number the pieces of paper one to ten. • Repeat this for another ten pieces of paper but label these A to J. • Place numbered papers into a bag. Place the lettered papers into another bag. • Remove one piece of paper from each bag. • Write the letter and number down. • Repeat this four more times. • Use the letters and numbers as coordinates for identifying sampling locations inside the 10 m × 10 m square.  % sample location letter number J 2 D 4 B 7 G 6 H 9

13 0680/42/O/N/15 © UCLES 2015 [Turn over 1 A B C D E F G H I J 2 3 4 5 6 7 8 9 10 (i) Draw the position of the remaining sample locations on the plan shown above. The first one has been done for you. [2] (ii) State the type of sampling method the scientist has used. … … [1] (iii) The scientist removed four maize cobs from each sampling location and counted the live weevils on each cob. All maize cobs were then treated with 7.5 g of leaf powder and placed in sealed bags. After 24 hours the remaining live weevils on each cob were counted. at the start after 24 hours average number of live weevils 48 31 Calculate the percentage of dead weevils after 24 hours. Space for working. …% [2]

14 0680/42/O/N/15 © UCLES 2015 (iv) Fewer weevils are killed by leaf powder used in a maize field compared with a laboratory experiment where the same amount of powder is used directly on the weevils in dishes. Suggest why. … … [1] (v) Suggest other reasons why the scientist decided the leaf powder could not be used as a natural pesticide in the field. … … … … [2] (e) Maize can be stored for several months in dry conditions before being used. The weevils continue destroying the grains of stored maize. You have been given all the equipment listed below. plastic box with secure lid ×10 maize cobs with weevils in plastic bags ×10 leaf powder 75 g small plastic 100 ml beakers ×10 weighing scale ×1 notebook and pen ×1 (i) Describe an experiment you could carry out over six weeks to find out if the leaf powder could reduce wastage of stored maize. … … … … … … … … … … [5]

15 0680/42/O/N/15 © UCLES 2015 (ii) In the space below draw a suitable table to record all the results of your experiment. [3]

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® 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 0680/42 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 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 42 © Cambridge International Examinations 2015 1 (a) (i) provides protein; vitamins; named vitamins A / D etc.; omega oils; energy; [2] (ii) weak immune systems; can easily kill; allow other serious infections / eq.; stop growth / eq.; [2] (iii) famine; food shortages; under-nourished mothers; so not enough for growing baby / eq.; mother smokes; premature birth; [2] (iv) low calorie diet / energy intake; malnutrition; lack of protein; deficiency diseases; [1] (v) 2.49 / 2.50 20.08 / 20.03 / 20.0 normal 2.72 18.01 / 18.0 underweight Any two correct for one mark. Any three correct for two marks. All correct for three marks. [3] (vi) 20% is a significant figure / eq.; obesity / overweight is quite rare / eq.; [2] (b) (i) only one family / village; [1] (ii) weighs every egg; [1] (iii) 489; 48.9; Allow ECF from first answer. [2] (iv) find total number of families and select every fifth one etc. / other valid method; Accept randomly. [1] (v) repeat (for more weeks); other times of year; more families; more villages; more districts; [2] (c) yes as they will never run out of food; no need to buy food; good use of food waste; AVP, e.g. only some food needed from environment; [2] (d) (i) 315 000;; Allow one mark for correct working / 585 000 alone. [2] (ii) chickens do not live long / eq.; stop laying eggs; need extra food / find their own food; which might not be available / too expensive; ref. to data to show mortality rate; [2] (e) (i) males breed with local hens; pass on genes for more egg laying / eq.; [2] (ii) villagers do not keep hens in pens / eq.; this takes time; and money; eggs laid anywhere / in unknown locations; [1] (iii) local hens are a genetic resource / CEP may reduce genetic variation; may lose disease resistance / eq.; may lose being adapted to climate; AVP, e.g. more eggs eaten by predators; [2]

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2015 0680 42 © Cambridge International Examinations 2015 2 (a) makes local maize cheaper to buy; so farmers confident they will get a good price / profit / eq.; keeps demand for local maize high / eq.; [2] (b) (i) 6.66 / 6.67 / 6.7; 0; [2] (ii) temperature; humidity; water supply; size / mass of cob; variety of maize; drying time; same source of leaf powder; etc. [2] (c) (i) weevils could have died anyway; may have had no effect / eq.; to compare; act as a control; [1] (ii) up to two marks for axes labelled;; up to two marks for plots;; [4] (iii) rapid increase in death in first 12 hours, then slower increase; [2] (iv) similar shape to other line and above 3.0 g; [1] (d) (i) 4 correct positions for two marks. Three correct for one mark. [2] (ii) random; [1] (iii) 35.4 / 35.42(%); Allow one mark for correct working. [2] (iv) powder blown off; washed off; leaves protect cob; [1] (v) powder could kill other species of insect / beneficial insects; reduce pollination; not possible to produce powder in large quantities; expensive to produce; AVP; [2] (e) (i) use of a control treatment; measured mass of powder; equal quantities used; count live / dead weevils; count every 7 days / eq.; AVP; [5] (ii) table drawn for six weeks; headings relating to the expected method;; Allow ECF for headings. [3] AVP = Alternative Valid Point. [Total: 60]