Cambridge IGCSE Environmental Management 0680 — 2016 Oct/Nov Paper 2 · Variant 2

This document consists of 14 printed pages and 2 blank pages. DC (LK/SG) 114935/3 © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education * 8 4 3 7 6 9 9 4 2 7 * ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 October/November 2016 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 0680/22/O/N/16 © UCLES 2016 1 (a) (i) State what is meant by the terms birth rate and life expectancy. birth rate … … life expectancy … … [2] (ii) Look at the table below, which gives information about the birth rates and the death rates in some countries for the same year. country birth rate per 1000 death rate per 1000 natural increase per 1000 country A 23.0 6.0 17.0 country B 12.2 7.0 5.2 country C 12.6 8.0 4.6 country D 21.0 7.0 14.0 country E 8.5 9.0 –0.5 country F 12.0 9.0 … Natural increase is the difference between the birth rate and the death rate. Complete the table by calculating the natural increase for country F. [1] (iii) State the letter of the country which has: the highest natural increase, … a natural population decrease. … [2]

3 0680/22/O/N/16 © UCLES 2016 [Turn over (iv) Use the information in the table to complete the bar graph of birth rates. You should place the countries in rank order of birth rates (highest to lowest). [3] 22 20 18 16 14 12 10 8 6 4 2 24 0 birth rate per 1000 country A D (v) Suggest a way in which the population of a country might grow other than by natural increase. … …[1]

4 0680/22/O/N/16 © UCLES 2016 (b) Look at the population pyramids below for country X and country Y. 0–4 5–9 10–14 15–19 20–24 25–29 30–34 35–39 40–44 45–49 50–54 55–59 60–64 65–69 70–74 75+ age group male female 0 2 4 6 8 10 10 8 6 4 2 0 percentage 0–4 5–9 10–14 15–19 20–24 25–29 30–34 35–39 40–44 45–49 50–54 55–59 60–64 65–69 70–74 75+ age group male female 0 2 4 6 8 10 10 8 6 4 2 0 percentage country X country Y (i) Use the information from the population pyramids to complete the table below. [3] the percentage of males in country X aged between 0–4 … the percentage of females in country Y aged between 5–9 … the letter of the country with the largest percentage of people aged 75+ …

5 0680/22/O/N/16 © UCLES 2016 [Turn over (ii) Suggest what would happen to the shape of the pyramid for country Y in the future if birth rates decrease. … …[1] (iii) Describe three differences in the shape of the population pyramid for country X and country Y. … … … … … …[3] (iv) Suggest reasons for the differences you have described in (b)(iii). … … … … … …[3] (v) Suggest strategies which a country can use to control its population growth. … … … … … … … …[4]

6 0680/22/O/N/16 © UCLES 2016 (vi) Suggest what problems a country might face as a result of having an ageing population. … … … … … …[3] (c) Look at the diagram below, which shows the demographic transition model. stage one stage two stage three stage four stage five time birth rate death rate Key total population projection to ta l p op ul at io n to ta l p op ul at io n b ir t h r a t e b ir t h r a t e de at h r ate de at h r ate (i) State what happens to the birth rate in stage three of the model. … …[1] (ii) State the stage with the fastest increase in total population. stage … [1]

7 0680/22/O/N/16 © UCLES 2016 [Turn over (iii) Death rates decrease in stage two of the model. Suggest reasons why death rates decrease in a country. … … … … … … … … … …[5] (iv) State one limitation of the demographic transition model. … …[1] (d) Population growth is a global concern because it increases pressure on the environment. Explain how population growth can lead to soil erosion and desertification. … … … … … … … … … … … …[6]

8 0680/22/O/N/16 © UCLES 2016 2 (a) Look at the table below, which shows information about the percentage of the main gases in the atmosphere. gas percentage of atmosphere nitrogen 78 oxygen 21 other 1 (i) Use the information in the table to complete the pie graph below. [2] 100 / 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Key nitrogen oxygen other (ii) State two gases that could be included in the category ‘other’. … and … [2] (iii) Human activities increase the percentage of some gases in the atmosphere causing pollution. State one gas that causes pollution and suggest one human activity which produces this gas. name of gas … human activity … [2] (iv) Describe ways in which changes in the atmosphere and climate can affect human health. … … … … … …[3]

9 0680/22/O/N/16 © UCLES 2016 [Turn over (b) Look at the diagram below (not to scale), which shows information about the structure of the atmosphere. 50 30 10 0 –100 0 60 1 10 100 1000 average temperature / °C P pressure / mb height / km Q troposphere (i) Name the layer at P. … [1] (ii) State the height of the boundary Q. … km [1] (iii) State the range of pressure for the troposphere layer as shown in the diagram. … mb [1] (iv) State the relationship between height and average temperature in the troposphere as shown in the diagram. … …[1] (v) Describe two characteristics of the troposphere not shown in the diagram. … … … …[2]

10 0680/22/O/N/16 © UCLES 2016 (c) (i) Look at the table below, which shows elements of the weather. Complete the table by stating the instrument used to measure each element of the weather. [3] element of weather instrument used temperature … sunshine hours … atmospheric pressure … (ii) Look at the diagram below, which shows an instrument used to measure wind speed. cups pole counter Explain how this instrument measures wind speed. … … … … … … … …[4]

11 0680/22/O/N/16 © UCLES 2016 [Turn over (iii) Wind is used to generate electricity. Suggest reasons why some people might agree with using wind power to generate electricity but other people do not agree. … … … … … … … … … …[5]

12 0680/22/O/N/16 © UCLES 2016 (d) The table shows the energy sources used to generate electricity in a developed country. source percentage contribution coal 39 gas 28 nuclear 19 alternatives (renewables) 14 (i) Use the information in the table to complete the divided bar graph below. [3] 0 10 20 30 40 50 60 70 80 90 100 gas Key nuclear alternatives (renewables) coal percentage contribution (ii) Calculate the percentage of electricity which is generated from the two fossil fuels named in the table. Space for working. … % [1] (iii) Name a fossil fuel not included in the table. … …[1]

13 0680/22/O/N/16 © UCLES 2016 [Turn over (iv) Look at the bar graph below, which shows the percentage of energy generated from nuclear power in some countries. 10 0 20 30 40 50 60 70 80 France Finland UK China South Korea Switzerland country percentage of energy generated from nuclear power Write the countries in rank order (highest to lowest) in the spaces below. France and Finland have been completed for you. [2] 1. France 2. … 3. Finland 4. … 5. … 6. …

14 0680/22/O/N/16 © UCLES 2016 (e) Suggest reasons why some countries may use nuclear power for electricity generation rather than fossil fuels and alternative sources. … … … … … … … … … … … …[6]

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® IGCSE is the registered trademark of Cambridge International Examinations. This document consists of 7 printed pages. © UCLES 2016 [Turn over Cambridge International Examinations Cambridge International General Certificate of Secondary Education ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 October/November 2016 MARK SCHEME Maximum Mark: 80 Published 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 2016 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 2016 0680 22 © UCLES 2016 Question Answer Marks 1(a)(i) (the number of live) births per 1000 population per year; average/expected number of years that a person can expect to live for; 2 1(a)(ii) 3.0 1 1(a)(iii) highest natural increase: country A; a natural population decrease: country E; 2 1(a)(iv) rank order: A, D, C, B, F, E; correct plots;; 3 1(a)(v) immigration / in-migration; 1 1(b)(i) 3; 6; country X; 3 1(b)(ii) narrower base / wider section moves up through pyramid (in time); 1 1(b)(iii) any 3 of: country X has a narrower base than country Y; country X has a more rectangular shape / where country Y has a narrowing shape; country X has a wider top than country Y; country X has more males in relation to females, country Y is equal; country X has a larger population at 25–39 / middle of chart compared to country Y; 3 1(b)(iv) any 3 of: higher birth rate in country Y / reason to explain; lower infant mortality in country Y / reason to explain; longer life expectancy in country X / reason to explain; population boom in country X approximately 30 years ago; 3

Page 3 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0680 22 © UCLES 2016 Question Answer Marks 1(b)(v) any 4 of: population policies; improved healthcare so births are reduced as more children survive; availability of contraception; education in contraception migration controls; improved education so women are able to access jobs / improve education so income increases / less need for large family to provide income; 4 1(b)(vi) any 3 of: more healthcare needed; longer waiting lists in hospitals; more money for medicines; pressure on governments for pensions; more nursing homes needed; strain on those active in the economy; increased taxation; AVP; 3 1(c)(i) falls / decreases / declines; 1 1(c)(ii) stage 3; 1 1(c)(iii) any 3 of: improved medicines / cures for diseases / vaccinations; more / better, doctors / nurses / medical staff; more / better, hospitals; cleaner water; improved sanitation; improved economic situation / can buy resources; improved food supplies; lack of wars; people have healthier lifestyles; 5

Page 4 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0680 22 © UCLES 2016 Question Answer Marks 1(c)(iv) any 1 of: does not take account of time taken for each stage; no stage 5; does not predict natural decrease; does not account for migration; 1 1(d) any 6 of: overgrazing; more cattle / people in (limited) area; less opportunity for crop / land rotation; increased compaction / trampling; loss of soil structure; over-cultivation; reduction in quality of soil / soil loses fertility; mono-cropping issues / mineral nutrient depletion; overuse of artificial fertilisers / lack of organic matter; irrigation poor practice; leaching / soil erosion; deforestion; Population growth / space needed for agriculture / settlement; salinisation; (due to) poor irrigation practice; explanation of impact of salinisation; land disputes causes population displacement; soil is exposed; lack of roots to bind; lack of organic matter / humus degrades soil structure; can be washed away in heavy rain; wind can blow soil away: 6

Page 5 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0680 22 © UCLES 2016 Question Answer Marks 2(a)(i) line positioned in correct place on pie graph; correct shading according to key; 2 2(a)(ii) any 2 of: carbon dioxide / water vapour / argon / methane / ozone / CFCs / AVP;; 2 2(a)(iii) any 2 of: carbon dioxide; deforestation / burning trees / fossil fuel use; sulfur dioxide; power stations / burning fossil fuels; nitrogen oxides; vehicle exhausts; methane; paddy fields / landfill; CFCs; aerosols / refrigerators; lead oxide; burning petrol; AVP for gas; or source; 2 2(a)(iv) any 3 of: breathing difficulties / asthma / bronchitis; exposure to ultra violet radiation; eye cataracts; increased risk of cancer / skin cancer; malnutrition or named example of deficiency disease, etc; malaria / diseases; decreased water supply / dehydration; heat stroke; 3 2(b)(i) stratosphere; 1 2(b)(ii) 50 (km) 1 2(b)(iii) 100–1000 (mb) 1 2(b)(iv) temperature decreases as the height in the troposphere increases; 1

Page 6 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0680 22 © UCLES 2016 Question Answer Marks 2(b)(v) where the weather occurs; greenhouse gases occur; zone where many aircraft fly; dust; AVP;; 2 2(c)(i) thermometer; sunshine recorder (accept named item); barometer / barograph / manometer; 3 2(c)(ii) any 4 of: three cups facing different directions; cups blown by the wind and rotate; held away from, body / buildings / obstructions; cups linked to a meter which records rotations / cups linked to a scale which shows wind speed; measured in km per hour / other named units; on a pole so can be lifted into the wind; 4 2(c)(iii) any 5 of: For: renewable / will not run out / alternative energy source; does not cause, air pollution / global warming / acid rain; cheap once set up; Against: can cause noise; takes up land; unreliable – wind does not always blow; looks unsightly; expensive to set up especially for LEDCs; takes up large areas of land; kills birds; 5 2(d)(i) correctly placed lines;; shading according to key; 3

Page 7 Mark Scheme Syllabus Paper Cambridge IGCSE – October/November 2016 0680 22 © UCLES 2016 Question Answer Marks 2(d)(ii) 67 (%); 1 2(d)(iii) Oil; 1 2(d)(iv) France (given) Switzerland Finland (given) South Korea UK China 4 correct = 2, 3 correct =1, 1/2 correct = 0 2 2(e) Level of response marking Indicative content: Fossil fuels are running out Plentiful supplies of uranium Does not cause air pollution / fossil fuels cause air pollution Fossil fuels give out CO2 and SO2 Will not cause global warming Conserves fossil fuels for other uses such as transport Risk of oil spills Lack of suitable sites for alternative energy Unreliable nature of alternatives Expensive to set up 6