Cambridge IGCSE Environmental Management 0680 — 2020 Oct/Nov Paper 1 · Variant 2

Cambridge IGCSE™ This document has 20 pages. Blank pages are indicated. DC (DH/FC) 192726/4 © UCLES 2020 [Turn over * 6 6 5 6 7 7 4 9 2 9 * ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory October/November 2020 1 hour 45 minutes You must answer on the question paper. No additional materials are needed. INSTRUCTIONS ● Answer all questions. ● Use a black or dark blue pen. You may use an HB pencil for any diagrams or graphs. ● Write your name, centre number and candidate number in the boxes at the top of the page. ● Write your answer to each question in the space provided. ● Do not use an erasable pen or correction fluid. ● Do not write on any bar codes. ● You may use a calculator. ● You should show all your working and use appropriate units. INFORMATION ● The total mark for this paper is 80. ● The number of marks for each question or part question is shown in brackets [ ].

2 0680/12/O/N/20 © UCLES 2020 Section A 1 The diagram shows how electricity can be generated using hydroelectric power. dam wall water in reservoir sluice gate generator turbine ground ground (a) Use the diagram to explain how electricity is generated using a hydroelectric power station. … … … … … … [3] (b) State one impact of a hydroelectric power station on the environment. … … [1] (c) Other than impact on the environment, suggest reasons why some countries do not have any hydroelectric power stations. … … … … [2] [Total: 6]

3 0680/12/O/N/20 © UCLES 2020 [Turn over 2 The photograph shows mesh tanks in the sea where fish are farmed. mesh tank (a) Suggest the purpose of the mesh tanks shown in the photograph. … … [1] (b) Fish farming can help to reduce the number of wild fish caught. State two other strategies to reduce overfishing of wild fish. 1 … … 2 … … [2] (c) Suggest two negative effects of fish farming on the environment. 1 … … 2 … … [2] [Total: 5]

4 0680/12/O/N/20 © UCLES 2020 3 The graph shows a typical population growth curve. population time X (a) Name the part of the population growth curve labelled X. … [1] (b) Describe strategies for managing human population size. … … … … … … [3] [Total: 4]

5 0680/12/O/N/20 © UCLES 2020 [Turn over 4 The diagram shows part of the carbon cycle. carbon dioxide in the atmosphere respiration respiration respiration energy plants Key animals decomposers fossil fuels transfer of carbon photosynthesis combustion factories power stations vehicle emissions (a) Use the diagram to state two different processes that release carbon dioxide into the atmosphere. 1 … 2 … [2] (b) Plants use carbon dioxide in photosynthesis. State where the energy for this process comes from. … [1] (c) Carbon dioxide is a greenhouse gas. Name two other greenhouse gases. 1 … 2 … [2] [Total: 5]

6 0680/12/O/N/20 © UCLES 2020 Section B 5 (a) Access to safe drinking water is different around the world. (i) Suggest reasons why fewer people have access to safe drinking water in Africa than in North America. … … … … [2] (ii) A well is one way for people to access fresh water. State three other sources of fresh water. 1 … … 2 … … 3 … … [3]

7 0680/12/O/N/20 © UCLES 2020 [Turn over (b) The bar chart shows the number of people infected with cholera in different continents from 1994 to 2016. 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 year Oceania Key North and South America Asia Africa 0 100 000 200 000 300 000 number of people 400 000 500 000 600 000 (i) Identify the year with the total highest number of people infected with cholera. … [1] (ii) Identify the continent with the highest number of people infected with cholera between 1999 and 2009. … [1] (iii) Suggest what the bar chart shows about the total number of people infected with cholera between 1994 and 2016. … … [1]

8 0680/12/O/N/20 © UCLES 2020 (c) Suggest reasons why there can be an outbreak of cholera after a natural disaster. … … … … [2] [Total: 10]

9 0680/12/O/N/20 © UCLES 2020 [Turn over 6 (a) A food chain in a forest ecosystem is shown. tree caterpillar small bird hawk (i) Explain what the arrow represents in this food chain. … … [1] (ii) Name the tertiary consumer in this food chain. … [1] (iii) Suggest what could happen to the number of caterpillars in this food chain if all the small birds died. Give a reason for your answer. number of caterpillars … reason … … [1] (b) The fact sheet shows information about wetlands. Wetlands Wetlands are important in many ways: ● Wetlands provide a habitat for a variety of different plants and animals. ● Wetlands control flooding by taking up water from tides and rivers. ● Wetlands act as filters, cleaning water and trapping toxins. ● Wetlands provide leisure facilities such as canoeing, fishing and birdwatching. (i) Use the fact sheet to explain why wetlands are important for maintaining biodiversity. … … … … [2]

10 0680/12/O/N/20 © UCLES 2020 (ii) Suggest how providing leisure facilities can help to conserve wetlands. … … [1] (iii) A development company wants to drain a wetland in South America to make a local town bigger. Four people discuss the proposed draining of the wetland. Draining the wetland will provide people with homes, shops and roads. A Town official The wetland is an important habitat for several rare species of birds and frogs. If the wetland is drained, the species may become extinct. B Scientist The wetland should be drained because it is a breeding ground for mosquitoes that spread malaria. C Town resident If we drain the wetland, there will be a greater chance of flooding in the town. D Environmental officer

11 0680/12/O/N/20 © UCLES 2020 [Turn over Do you think the wetland should be drained? Support your view with reference to the comments made by the different people. … … … … … … … … … … … … … … [7] [Total: 13]

12 0680/12/O/N/20 © UCLES 2020 7 (a) Marble and slate are metamorphic rocks. Describe the formation of metamorphic rocks. … … … … [2] (b) The bar chart shows the number of people employed in the coal mining industry in the USA from 2012 to 2016. year 2012 2013 2014 2015 2016 total number of people employed in coal mining Key number of people working underground in coal mining 0 20 000 40 000 60 000 number of people 80 000 100 000 10 000 30 000 50 000 70 000 90 000 (i) Complete the bar chart to show that the number of people working underground in coal mining in 2015 was 40 100. [1] (ii) In 2013, a total of 89 900 people were employed in the coal mining industry in the USA. The number of people working underground in coal mining was 54 500. Calculate the percentage of people working underground in coal mining in 2013. … % [1]

13 0680/12/O/N/20 © UCLES 2020 [Turn over (iii) Suggest reasons why the total number of people employed in the coal mining industry in the USA decreased after 2013. … … … … [2] (c) The photograph shows part of an opencast coal mine. (i) The coal mine provides employment for local people. Describe other benefits a coal mine can have for local people. … … … … … … [3] (ii) State two ways the land can be used after the coal mine closes. 1 … 2 … [2]

14 0680/12/O/N/20 © UCLES 2020 (d) Some countries are burning less coal to reduce carbon dioxide emissions. These countries are using other energy resources such as nuclear, wind and solar power. Suggest reasons why some countries continue to use coal as an energy resource. … … … … … … [3] [Total: 14]

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16 0680/12/O/N/20 © UCLES 2020 8 A scientist investigates the effect of nitrogen fertiliser on the yield of corn plants. The table shows the results. mass of nitrogen fertiliser applied / kg per hectare yield of corn / kg per hectare increase in yield of corn / kg 0 814 0 10 1142 328 20 1305 … 30 1393 579 40 1417 603 50 1441 627 60 1441 627 (a) (i) Complete the table to calculate the increase in yield of corn when 20 kg per hectare of nitrogen fertiliser is applied compared to 0 kg per hectare. [1] (ii) Plot, on the grid, a line graph of the increase in yield of corn against mass of nitrogen fertiliser applied. [4]

17 0680/12/O/N/20 © UCLES 2020 [Turn over (iii) Use the data to predict what will happen to the yield of corn if 70 kg per hectare of nitrogen fertiliser is applied. … … [1] (iv) Suggest two environmental factors that can cause a change in the yield of corn. 1 … … 2 … … [2] (b) Overuse of fertilisers can cause river pollution. Explain how fertilisers get into rivers. … … … … [2] (c) Crop yield can be increased by using genetically modified plants. Explain two ways genetically modified plants can increase yield. 1 … … 2 … … [2] [Total: 12]

18 0680/12/O/N/20 © UCLES 2020 9 A student reads some information about flooding in Bangladesh. Flooding in Bangladesh Bangladesh is a very low-lying country in Asia. Bangladesh has large rivers that split into many smaller rivers near the sea. These smaller rivers are surrounded by flood plains. Flood plains are areas of land that are covered by water when rivers overflow. Every year, during the wet season, there is flooding. After flooding, a layer of nutrient-rich sediment is left on the land. This makes the soil very fertile. In some years, the flooding in Bangladesh is very large-scale. In 1987, 57 300 km2 of land was flooded. In 1988, another big flood covered 82 000 km2 of land. The flood of 1998 covered 77 700 km2 of land. In 2004, about 70 800 km2 of land was flooded. (a) (i) State the meaning of flood plain. … … [1] (ii) Use the information about flooding in Bangladesh to give one reason why flood plains are important. … … [1] (b) Present the data from the information in a suitable table to show the area of land flooded in each year given. [3]

19 0680/12/O/N/20 © UCLES 2020 (c) The student says, Small-scale flooding is a good thing, even though it can cause damage. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 11]

20 0680/12/O/N/20 © UCLES 2020 BLANK PAGE The boundaries and names shown, the designations used and the presentation of material on the maps contained in this question paper/insert do not imply official endorsement or acceptance by Cambridge Assessment International Education concerning the legal status of any country, territory, or area or any of its authorities, or of the delimitation of its frontiers or boundaries. 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 Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge.

This document consists of 14 printed pages. © UCLES 2020 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory October/November 2020 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 2020 series for most Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some Cambridge O Level components.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 2 of 14 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.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 3 of 14 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. Science-Specific Marking Principles 1 Examiners should consider the context and scientific use of any keywords when awarding marks. Although keywords may be present, marks should not be awarded if the keywords are used incorrectly. 2 The examiner should not choose between contradictory statements given in the same question part, and credit should not be awarded for any correct statement that is contradicted within the same question part. Wrong science that is irrelevant to the question should be ignored. 3 Although spellings do not have to be correct, spellings of syllabus terms must allow for clear and unambiguous separation from other syllabus terms with which they may be confused (e.g. ethane / ethene, glucagon / glycogen, refraction / reflection). 4 The error carried forward (ecf) principle should be applied, where appropriate. If an incorrect answer is subsequently used in a scientifically correct way, the candidate should be awarded these subsequent marking points. Further guidance will be included in the mark scheme where necessary and any exceptions to this general principle will be noted. 5 ‘List rule’ guidance For questions that require n responses (e.g. State two reasons …): • The response should be read as continuous prose, even when numbered answer spaces are provided. • Any response marked ignore in the mark scheme should not count towards n. • Incorrect responses should not be awarded credit but will still count towards n. • Read the entire response to check for any responses that contradict those that would otherwise be credited. Credit should not be awarded for any responses that are contradicted within the rest of the response. Where two responses contradict one another, this should be treated as a single incorrect response. • Non-contradictory responses after the first n responses may be ignored even if they include incorrect science.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 4 of 14 6 Calculation specific guidance Correct answers to calculations should be given full credit even if there is no working or incorrect working, unless the question states ‘show your working’. For questions in which the number of significant figures required is not stated, credit should be awarded for correct answers when rounded by the examiner to the number of significant figures given in the mark scheme. This may not apply to measured values. For answers given in standard form (e.g. a × 10n) in which the convention of restricting the value of the coefficient (a) to a value between 1 and 10 is not followed, credit may still be awarded if the answer can be converted to the answer given in the mark scheme. Unless a separate mark is given for a unit, a missing or incorrect unit will normally mean that the final calculation mark is not awarded. Exceptions to this general principle will be noted in the mark scheme. 7 Guidance for chemical equations Multiples / fractions of coefficients used in chemical equations are acceptable unless stated otherwise in the mark scheme. State symbols given in an equation should be ignored unless asked for in the question or stated otherwise in the mark scheme.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 5 of 14 Question Answer Marks 1(a) any three from: idea of water, stored / contained / held, in reservoir / by dam wall; water moves (down) through, (sluice) gate / pipe; water, rotates / turns, turbine; turbine, rotates / turns / activates, generator (which generates electricity); 3 1(b) (list rule applied) any one from: loss of land / loss of habitat / deforestation; additional localised flooding; shortage of water further down river; affects fish, migration / breeding; visual / noise, pollution; reduction in CO2 emissions if switching from fossil fuels; 1 1(c) any two from: no water source; climate is not suitable / little rainfall / water frozen; unable to fund; have abundance of other fuel sources, e.g. fossil fuels / solar power; geology / terrain, not suitable; 2 Question Answer Marks 2(a) any one from: to keep fish in; to keep, predators / other fish, out; to control diet; so fish, live / breed, in their natural ecosystem; to, harvest / monitor, fish easily; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 6 of 14 Question Answer Marks 2(b) any two from: regulation of, mesh size / net design; other species-specific methods, e.g. pole and line; fishing quotas ; closed seasons; protected areas / reserves; conservation laws; international agreements / implementation / monitoring; 2 2(c) any two from: parasites / sea lice; disease; habitat destruction; pollution from waste; invasive species; use of antibiotics; 2 Question Answer Marks 3(a) exponential / log (phase) ; 1 3(b) any three from: increasing / introducing, availability of, family planning / contraception; providing / improving, education on family planning; increasing, career / job / higher education, opportunities for women; encouraging, marriage / children, later in life; improving accessibility to childcare; improving provision of health care; introducing / using, pronatalist / antinatalist, policies; AVP; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 7 of 14 Question Answer Marks 4(a) respiration; combustion / burning; 2 4(b) (the) Sun / (sun)light; 1 4(c) methane; water vapour; 2 Question Answer Marks 5(a)(i) any two from: Africa has (ora): more LEDCs / less money, to invest in safe water; fewer safe water sources; fewer water-treatment facilities, e.g. chlorination / desalination ; less water-delivery infrastructure, e.g. pipes, bottling; lower levels of sanitation; more areas of water shortage; more, water pollution / contamination / water-borne diseases; more conflict (restricting access to water); 2 5(a)(ii) any three from: aquifers; rivers; lakes; (natural) springs; reservoirs / dams; desalination / treatment / filtration, plants; (stand)pipes; rain(water) (harvesting); 3 5(b)(i) 2011; 1 5(b)(ii) Africa; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 8 of 14 Question Answer Marks 5(b)(iii) fluctuates / no clear pattern / overall decrease (with some outbreaks); 1 5(c) any two from: damage to / contamination of / shortage of, fresh water sources; damage to, sewerage systems / infrastructure; damage to / lack of, medical, provision / supplies; lots of people living closely together in temporary accommodation; poor sanitation; 2 Question Answer Marks 6(a)(i) (direction of) energy transfer / flow; 1 6(a)(ii) hawk; 1 6(a)(iii) any one from: increases as no predators; stays the same because, other predators / hawks, eat them; 1 6(b)(i) any two from: provide a, habitat / shelter, for a variety of different, plants / animals; prevent toxins from harming the environment; provide, water / food, source for local organisms; prevent flooding of other habitats nearby; 2 6(b)(ii) provide, income from tourism / ecotourism / incentive to maintain the environment to attract visitors; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 9 of 14 Question Answer Marks 6(b)(iii) max five marks for points made from comment bubbles: the wetland should be drained because: provides people with, homes / shops / roads; breeding ground for mosquitoes that spread malaria; the wetland should not be drained because: provides a habitat for several rare species of birds and frogs; which may become extinct; reduces the risk of flooding; plus max five marks for candidate’s own valid points: additional examples of reasons for draining: people of the town would benefit / supports the growth of the town; provides other forms of employment; provides better transport links, e.g. for commerce; reduces associated health risks, e.g. malaria; additional examples of reasons for not draining: provides, income / employment, for people working there; provides area to grow, rice / food; source of fish to eat; acts as migratory network (for birds); 7 Question Answer Marks 7(a) any two from: idea of existing rock; (is subjected to) high temperature AND pressure; to change (physical / chemical) structure / rock crystals; 2 7(b)(i) 40 100 bar line; 1 7(b)(ii) (54 500 ÷ 89 900 × 100 =) 60.6 (%); 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 10 of 14 Question Answer Marks 7(b)(iii) any two from: more mechanisation; fewer mines / mines closed / low coal price / poor profitability; concern over danger of working in mines; less demand for coal; cheaper imports available; non-renewable resource / finite reserves / running out; switched to other forms of energy resources; named environmental concern, e.g. climate change, acid rain; government policy; 2 7(c)(i) any three from: development of infrastructure; improved, transport links / roads; improved, internet / communications services; improved local economy; increased commerce, e.g. services, shops, hotels; increased tax revenue which could be spent locally; improved, standard of living / quality of life / income; greater access to coal; 3 7(c)(ii) any two from: landfill site; nature reserve / public space / park; flood to make a, lake / reservoir; visitor attraction / museum / science centre; other recreational area, e.g. race track, dry ski slope, zip wire; land restoration; 2 7(d) any three from: have large reserves (of coal); infrastructure / mines, already in place; industry employs a large number of people in the country; lack of finance for, investment / research in alternatives; cheap imports of coal available; lack of other energy resources, e.g. nuclear, wind, solar; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 11 of 14 Question Answer Marks 8(a)(i) 491; 1 8(a)(ii) axis labels and units; sensible linear scale so graph uses at least half plotting space; points correctly plotted; line joining points; 4 8(a)(iii) yield will stay the same / no increase; 1 8(a)(iv) (list rule applied) any two from: temperature; amount of rainfall; amount of (sun)light; pests / invasive species; disease; 2 8(b) any two from: due to, rain / irrigation; fertilisers dissolve in water; (surface) run-off; infiltration / via ground water; 2 8(c) any two from: larger yield per plant, e.g. bigger / heavier / more productive, plants; faster growth / multiple harvests per year; resistant to environmental conditions; drought-resistant; temperature-resistant, e.g. frost-resistant; resistant to, disease / pests; AVP; 2 Question Answer Marks 9(a)(i) an area of land covered by water when rivers overflow / owtte; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 12 of 14 Question Answer Marks 9(a)(ii) any one from: have fertile soil; have a layer of nutrient-rich sediment; store floodwater; 1 9(b) table drawn; column / row, headings and unit; 4 sets of data recorded correctly; year area flooded / km2 1987 57 300 1988 82 000 1998 77 700 2004 70 800 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 13 of 14 Question Answer Marks 9(c) Level of response marked question: Level 3 [5–6 marks] A coherent response is given that develops and supports the candidate’s conclusion using relevant details and examples. Indicative content and subject-specific vocabulary are generally used precisely and accurately. Good responses are likely to present a balanced evaluation of the statement. Level 2 [3–4 marks] Development and support of the conclusion is evident, though the response may lack some coherence and/or detail. Irrelevant detail may be present. Indicative content and subject-specific vocabulary are used but may lack some precision and/or accuracy. Responses contain evaluation of the statement, but this may not be balanced. Level 1 [1–2 marks] The response may be limited in development and/or support. Contradictions and/or irrelevant detail may be present. Indicative content and subject-specific vocabulary may be limited. Responses may lack structure or be in the form of a list. Evaluation may be limited or absent. No response or no creditable response [0 marks] 6

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2020 © UCLES 2020 Page 14 of 14 Question Answer Marks 9(c) Indicative content for: ‘Small-scale flooding is a good thing even though damage can occur.’ benefits of small-scale flooding include: layers of sediment deposited on land soil becomes fertile less / no, need for additional chemical fertiliser saves on cost of fertilisers reduces environmental impact (of chemical fertilisers) replaces need to irrigate replenishes underground water supplies salt deposited by high rates of evaporation removed by flood water drawbacks of small-scale flooding include: potential waterlogging of soil (minor) damage to infrastructure, e.g. potholes in roads, communications lines down makes, travel / transportation / business / work, difficult cost of repairing damage restricts use of mechanisation for farming may delay agricultural operations, e.g. harvesting, sowing possible, overflowing of / damage to, sewerage systems possible pollution of drinking water sources leading to potential disease outbreaks (e.g. cholera) may provide areas of standing water for mosquitoes to breed leading to potential malaria outbreaks