Cambridge IGCSE Environmental Management 0680 — 2019 Oct/Nov Paper 2 · Variant 2

This document consists of 21 printed pages and 3 blank pages. DC (ST/JG) 173957/2 © UCLES 2019 [Turn over * 8 7 2 5 3 3 5 5 1 7 * ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 Management in context October/November 2019 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 in the spaces at the top of this page. Write in dark blue or black pen. You may use an HB pencil for any diagrams, graphs or rough working. 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. 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 Assessment International Education Cambridge International General Certificate of Secondary Education

2 0680/22/O/N/19 © UCLES 2019 world map showing the location of Madagascar Equator Tropic of Capricorn Tropic of Cancer Madagascar

3 0680/22/O/N/19 © UCLES 2019 [Turn over map of Madagascar Antananarivo 0 100 Key km N Toamasina main port (Toamasina) capital city wildlife reserve mining area INDIAN OCEAN Area of Madagascar: 587 041 km2 Population: 25.6 million (in 2017) Children per woman: 4.12 Life expectancy: 65.9 years Currency: Malagasy ariary (2940 MGA = 1 USD) Languages: French, Malagasy, English Climate of Madagascar: tropical along the coast, temperate inland, very little rain (arid) in the south Terrain of Madagascar: narrow coastal plains and mountains inland Main exports of Madagascar: agricultural products (coffee, lychees, vanilla and sugar), chromite, petroleum products and textiles

4 0680/22/O/N/19 © UCLES 2019 Madagascar is the fourth largest island in the world. In 2017, 60% of the population lived in rural areas. Agriculture is the main economic activity. Mining and oil exploration are a developing part of the economy. The island has a high biodiversity including many endemic species, which are species found nowhere else in the world. There is great potential for sustainable tourism. Madagascar has very few roads and many people have a low standard of living. 1 (a) (i) Calculate the number of people living in rural areas in Madagascar in 2017. … [1] (ii) Suggest two reasons why most people living in rural areas in Madagascar do not think they will benefit from the development of sustainable tourism. 1 … … 2 … … [2] (iii) As many as 300 000 tourists visit Madagascar each year. Suggest three services that are needed by tourists. 1 … … 2 … … 3 … … [3] (iv) Suggest two environmental problems that can be caused by large numbers of tourists. 1 … … 2 … … [2]

5 0680/22/O/N/19 © UCLES 2019 [Turn over (b) Many tourists visit Madagascar to see the wildlife. The photograph shows two lemurs. Lemurs are an endemic species in Madagascar. Madagascar has 101 different species of lemur. Each species is adapted to a particular habitat. (i) A recent survey of Madagascar found that 42 species of lemur are at risk of extinction. Calculate the percentage of lemur species that are not at risk of extinction. … % [2] (ii) Define the term habitat. … … [1]

6 0680/22/O/N/19 © UCLES 2019 (iii) The habitat of many species of lemur has been reduced in recent years by deforestation. Explain why deforestation occurs in some less economically developed countries (LEDCs). … … … … [2] (iv) Explain how soil changes after trees have been removed. … … … … … … … … [4] (v) Lemurs eat fruits, flowers and small insects. Explain why lemurs can be classified as both a primary and a secondary consumer. … … … … [2]

7 0680/22/O/N/19 © UCLES 2019 [Turn over (c) An area of mountainous rainforest covering 32 000 hectares has been set up as a wildlife reserve to protect 12 different species of lemur. Some tourists visit the wildlife reserve after a long journey over a rough track. There is a small visitor centre. If tourists stay overnight they have to sleep in a tent and bring their own food. The following activities also take place in the reserve: • plant and animal populations are surveyed by scientists • trees are replanted by local people • methods of sustainable farming are taught to local people • fuel-efficient cooking stoves are promoted. (i) Explain why surveys of plant and animal populations need to be done regularly. … … … … [2] (ii) Describe three different methods of sustainable farming. 1 … … 2 … … 3 … … [3]

8 0680/22/O/N/19 © UCLES 2019 (d) Fuel-efficient cooking stoves reduce emissions of carbon dioxide. The table shows the estimated sales of fuel-efficient cooking stoves over a 7-year period for one region of Madagascar. year estimated sales of fuel-efficient cooking stoves / thousands 1 2.0 2 5.5 3 11.0 4 18.0 5 26.5 6 36.0 7 45.0 (i) Plot a line graph of the data. [4]

9 0680/22/O/N/19 © UCLES 2019 [Turn over (ii) Use your graph to predict the estimated sales of fuel-efficient cooking stoves in year 8. … [1] (iii) Suggest two advantages to local people who live in rural areas of using fuel-efficient cooking stoves. 1 … … 2 … … [2]

10 0680/22/O/N/19 © UCLES 2019 (e) There are about 800 different species of orchid plant found only in Madagascar. The photograph shows the flower of one species of orchid. (i) Explain why an orchid plant is classified as a producer. … … [1]

11 0680/22/O/N/19 © UCLES 2019 [Turn over (ii) This orchid species is under threat from people collecting plants illegally. A scientist decided to monitor the population of this orchid species to find out if any of three locations along a path had been visited by people collecting plants illegally. The diagram shows the scientist’s equipment. N NW W SW S SE E NE 30 m orchids of Madagascar 30 m tape compass notebook and pen book 1 × 1 m square quadrat Describe a method the scientist could use to monitor the population of this orchid species using the equipment shown in the diagram. … … … … … … … … … … … … [6] [Total: 38]

12 0680/22/O/N/19 © UCLES 2019 2 (a) The drawing shows a disused chromite mine near the port of Toamasina. The disused chromite mine was reopened in 2009. (i) Identify the type of mine shown in the drawing. … [1] (ii) Suggest two benefits of mining in this way. 1 … … 2 … … [2] (iii) The chromite is being mined from igneous rock. Explain how igneous rock is formed. … … … … [2]

13 0680/22/O/N/19 © UCLES 2019 [Turn over (iv) The ore is processed at the mine to increase the concentration of chromite in the crushed ore. The crushed ore is taken to the port of Toamasina for export. Suggest one reason why the ore is processed at the mine. … … [1] (v) A mining company has a permit to explore and then mine an area of 2000 km2. Describe the environmental impacts of starting a new mine. … … … … … … [3] (vi) Describe two economic impacts of mining. 1 … … 2 … … [2]

14 0680/22/O/N/19 © UCLES 2019 (b) Chromite is exported to other countries. Most chromite is used in the manufacture of stainless steel. In 2010 the world price of chromite reached 3000 USD per tonne. By 2012 the price had fallen to 2000 USD per tonne. (i) Calculate the percentage decrease in the world price of chromite per tonne from 2010 to 2012. …% [2] (ii) Suggest two reasons why the world price of chromite decreased. 1 … … 2 … … [2] (iii) Describe ways chromite can be used sustainably. … … … … … … [3]

15 0680/22/O/N/19 © UCLES 2019 [Turn over (c) The graph shows climate data from a weather station near the chromite mine. Jan Feb Mar Apr May Jun month Jul Aug Sep Oct Nov Dec 0 0 50 100 150 200 250 300 350 400 450 500 550 5 10 15 20 25 30 average rainfall / mm average temperature / °C average temperature average rainfall Key (i) Suggest why there is a high risk of toxic chemicals being washed out of the mining waste. … … … … [2] (ii) Some toxic chemicals can bioaccumulate in the environment. Describe the process of bioaccumulation. … … … … … … [3]

16 0680/22/O/N/19 © UCLES 2019 (d) There is a lake near the chromite mine. A local fisherman said, I used to catch lots of large fish. I only catch a few large fish now, mainly I catch small fish. (i) Suggest why there are only a few large fish to catch. … … [1] (ii) Describe possible changes in the food chain that could explain why local fishermen mainly catch small fish. … … … … [2] (iii) Do you think fishing in this lake is a sustainable activity? Explain your point of view. … … … … … … [3]

17 0680/22/O/N/19 © UCLES 2019 [Turn over (e) The photograph shows the lake near the chromite mine. water hyacinth plants Water hyacinth plants grow rapidly and cover large areas of the lake. Two fishermen were talking about the lake. We have to remove water hyacinth plants every year so we can get our boats to the fishing area. Now the chromite mine has started working again we have to spend more time removing water hyacinth plants. Suggest one way the water hyacinth plants that are removed from the lake could be used by local people. … … [1]

18 0680/22/O/N/19 © UCLES 2019 (f) A student wanted to find out if toxic chemicals from the mining waste increase the number of water hyacinth plants. The following method was used: • six large pots were labelled A to F • each pot was filled with water containing a different concentration of toxic chemicals • 60 small water hyacinth plants of the same size were collected from an unpolluted lake • 10 of these plants were placed in each pot • the number of living plants in each pot was recorded after 14 days. The results are shown in the table. pot A B C D E F concentration of toxic chemicals / ppm* 0.0 0.5 0.75 1.0 2.0 5.0 number of plants at the start 10 10 10 10 10 10 number of plants after 14 days 20 23 27 17 15 13 increase in number of plants … … … … … … *ppm = parts per million (i) Complete the table to show the increase in the number of plants in each pot. [1] (ii) Explain why the student included pot A in their method. … … [1] (iii) State two factors the student should keep the same over the 14 days of the experiment. 1 … … 2 … … [2]

19 0680/22/O/N/19 © UCLES 2019 [Turn over (iv) Describe the pattern shown by the results. … … … … [2] (g) The student decided to take samples of water from the lake used by the fishermen. The samples were taken from five different locations, P, Q, R, S and T. The student then repeated the experiment using the water samples from the lake. The results are shown in the table. location of water sample P Q R S T number of plants at the start 10 10 10 10 10 number of plants after 14 days 26 17 12 20 22 The student decided that water sample R was likely to have the highest concentration of toxic chemicals. Explain why the student came to this conclusion. … … … … [2]

20 0680/22/O/N/19 © UCLES 2019 (h) The graph shows climate data from a weather station near the chromite mine and lake. Jan Feb Mar Apr May Jun month Jul Aug Sep Oct Nov Dec 0 0 50 100 150 200 250 300 350 400 450 500 550 5 10 15 20 25 30 average rainfall / mm average temperature / °C average temperature average rainfall Key (i) Using information from the graph explain why the rate of evaporation will be high throughout the year. … … … … [2]

21 0680/22/O/N/19 © UCLES 2019 (ii) The concentration of toxic chemicals in the lake changes during the year. Predict the month that would have the lowest and highest concentration of toxic chemicals in the lake. Give a reason for your answer. month with lowest concentration … reason … … month with highest concentration … reason … … [2] [Total: 42]

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This document consists of 10 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education ENVIRONMENTAL MANAGEMENT 0680/22 Paper 2 Management in Context October/November 2019 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 International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 2 of 10 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors.

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 3 of 10 GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 4 of 10 Question Answer Marks 1(a)(i) 15.36 million; 1 1(a)(ii) any two from: the environment will still be damaged; tourism cannot carry on for the, future / next generation; only a small number of tourists visit rural areas; most money spent before they arrive / local people will not get much money; example of this expenditure, e.g. paying for, hotel / fight; local people do not have much to sell; few tourists stay with local people / tourists stay in hotels; AVP, e.g. government not investing in rural areas; 2 1(a)(iii) any three from: transport; hotels / construction / buildings; restaurants; (potable) water supply; food; toilets connected to sewage treatment; local guides; energy / electricity; named infrastructure, e.g. communication; medical; banking; AVP, e.g. entertainment or activities; 3 1(a)(iv) any two from: noise pollution; air pollution; damage to, plants / animals / habitat / deforestation; damage from increase in, building / roads / hotels / restaurants; water pollution; water scarcity; more, solid waste / litter, disposal problems; 2 1(b)(i) (59 ÷ 101 × 100 =) 58.4 ;; (if answer incorrect allow one mark for, (101 – 42 =) 59 [1]); 2

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 5 of 10 Question Answer Marks 1(b)(ii) (the natural environment) where an organism lives; 1 1(b)(iii) any two from: human population expands; so land cleared for, farming / development / food production; wood used for, sale / building / fuel / timber; economies expanding / for export / to raise money (by selling wood); AVP, e.g. illegal logging; 2 1(b)(iv) any four from: soil erosion; soil, quality / fertility / drainage / aeration / texture / nutrients, reduced; so less interception / more (surface) run-off / less infiltration / no leaves to hold water; no living roots to bind the soil; (surface) soil washed away / soil not protected from (heavy) rainfall; (surface) soil blown away; reference to leaching; reduced organic matter; 4 1(b)(v) (because) primary consumers: eat plants / producers; (and) secondary consumers: eat, insects / animals / primary consumers; 2 1(c)(i) any two from: to determine / monitor, population or numbers; to find out if food chains / food webs, are changing; to measure the influence of humans in the area; to monitor, new / invasive species or named example; 2 1(c)(ii) any three from: contour ploughing; trickle-drip irrigation / rainwater harvesting; farm organically / do not use, pesticides or fertilisers or insecticides / use biological control; reference to low input low output systems, e.g. reducing yield / stocking density / extensive / pastoral; use plants adapted to local environment; use animals adapted to local environment; 3

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 6 of 10 Question Answer Marks 1(d)(i) both axes fully labelled and units; sensible linear scale and correct orientation; all plots correct ;; 6–7 plots correct [2] 4–5 plots correct [1] 4 1(d)(ii) allow answer in the range 50–60 (thousand); 1 1(d)(iii) any two from: less fuel / energy, needed; less time spent, collecting fuel / cooking; more time spent on other activities; releases less smoke / release less particulates / safer / more healthy; helps reduce impact on their local environment / stop or reduce deforestation; 2 1(e)(i) it photosynthesises; 1 1(e)(ii) any six from: use a transect; tape laid out at right angles / known angle on a known compass bearing (to path); quadrat placed at a stated regular interval or random, e.g. every 5 m; systematic / random (sampling); orchid identified (using book); count number of orchids in quadrat / count orchids along transect; on same day; record in table / example table for results; repeat in two other locations / all three locations sampled; repeat method over time, e.g. every month; calculate average number of plants; 6

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 7 of 10 Question Answer Marks 2(a)(i) surface mining / open-pit / opencast / open-cut; 1 2(a)(ii) any two from: more efficient / fast(er extraction); so cheap(er) to do; less dangerous; 2 2(a)(iii) any two from: magma / molten rock (from mantle); magma / molten rock, moves into the crust / pushes the crust up; (magma / molten rock) cools; (magma / molten rock) solidifies / turns to rock; slow cooling gives large crystals / fast cooling gives small crystals; 2 2(a)(iv) any one from: to reduce (transport) costs / make more profit; to reduce, mass / volume to transport; increase the value of the ore; 1 2(a)(v) any three from: loss of vegetation / deforestation / land clearance; loss of habitat (of many species); reduction of biodiversity; organisms, move away / migrate; water / visual / noise / air, pollution ;; 3 2(a)(vi) any two from: more jobs; local infrastructure, amenities, improved; more, tax revenue for government / exports / improves economy; cost of control of pollution; cost of control of waste; loss of, farmland / agriculture; cost of restoration; 2

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 8 of 10 Question Answer Marks 2(b)(i) (1000 ÷ 3000 × 100 =) 33(.3) ;; (if answer incorrect allow one mark for, 3000 – 2000 or 1000 [1]); 2 2(b)(ii) any two from: supply increased; new deposits found; cost (of, extraction / processing) decreased; demand decreased; less steel needed / more recycled; 2 2(b)(iii) any three from: recycle / reuse; reprocess old mine waste; increase efficiency of the extraction / new technologies for extraction; increase efficiency of the use, e.g. use less chromite in steel; 3 2(c)(i) any two from: high rainfall (in most months); annual rainfall 3485 mm / average monthly rainfall 290 mm; ground saturated; leaching / run-off / water, dissolves chemicals; 2 2(c)(ii) any three from: organism ingests, pollutant / toxin; increase in concentration of pollutant in an organism / toxin accumulates in body; organisms absorb contaminants directly from the water / bioconcentration; pollutant not excreted / ingestion rate more than metabolism or excretion rate; 3 2(d)(i) any one from: large fish have acquired too much toxic material / bioaccumulation; overfishing; predator; AVP, e.g. disease / food chain disrupted; 1

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 9 of 10 Question Answer Marks 2(d)(ii) any two from: large fish have decreased in numbers / overfishing (of large fish); fewer predators (for small fish) / fewer large fish left to feed on small fish; so small fish numbers increase / more small fish; 2 2(d)(iii) any three from yes or any three from no: no: as the fishermen will catch too many fish; fish can’t breed / less reproduction; so fish numbers cannot increase / fish numbers decrease; bioaccumulation / idea of contaminated water, (so fish will die); so food chain / food webs, collapse / disturbed; Or yes: if pollution level not too high; and small fish caught at the same rate as they breed / not overfished; so fish population does not collapse; AVP, e.g. lake ecosystem remains stable; 3 2(e) any one from: as a, biomass / fuel; as fertiliser; fodder for animals; AVP, e.g. used to make, paper / rope / baskets; 1 2(f)(i) table completed correctly, 10 13 17 7 5 3 ; 1 2(f)(ii) as a control / to compare with the other samples / as a standard; 1

0680/22 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 10 of 10 Question Answer Marks 2(f)(iii) any two from: volume of water; pH; temperature; light (intensity); AVP, e.g. CO2 or O2 levels; 2 2(f)(iv) any two from: increase in number up to, 0.75 ppm / pot C; decrease after 0.75 / pot C, or decrease from 1.0 ppm / pot D; increase in number less than control at highest concentration(s) / number of plants goes below control / below increase of 10; 2 2(g) lowest (increase in) number of plants; only increased by 2 plants; 2 2(h)(i) any two from: hot climate; warm every month; range of temperature (approximately) 21–27 °C or 6 °C; so energy available to evaporate water; and plenty of water to evaporate / high rainfall / rains every month; 2 2(h)(ii) October AND lowest precipitation month; March AND highest precipitation month; 2