Cambridge IGCSE Environmental Management 0680 — 2023 Oct/Nov Paper 1 · Variant 3

This document has 20 pages. Any blank pages are indicated. [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/13 Paper 1 Theory October/November 2023 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 [ ]. * 6 6 0 7 4 4 9 0 3 0 * DC (LK/CT) 315339/2 © UCLES 2023

2 0680/13/O/N/23 © UCLES 2023 Section A 1 One impact of climate change is the melting of Arctic Sea ice. The graph shows the average area of Arctic Sea ice each year from 1980 to 2020. 7.0 1980 1984 1988 1992 1996 2000 2004 2008 year 2012 2016 2020 8.0 9.0 average area / million km2 10.0 11.0 7.5 8.5 9.5 10.5 (a) (i) State the trend in the average area of Arctic Sea ice from 1980 to 2020. … … [1] (ii) State the average area of Arctic Sea ice in 1996. … million km2 [1] (b) Describe the impacts of melting sea ice. … … … … … … [3] [Total: 5]

3 0680/13/O/N/23 © UCLES 2023 [Turn over 2 Trees have an important role in the water cycle. (a) Complete the diagram using words from the box to identify each process in the water cycle. condensation evaporation infiltration precipitation transpiration … … … … … ground water flow lake surface run-off [3] (b) Describe how trees reduce soil erosion. … … … … [2] [Total: 5]

4 0680/13/O/N/23 © UCLES 2023 3 The photograph shows an area affected by drought. (a) Describe the effects of drought on the area shown in the photograph. … … … … [2] (b) State three impacts of drought on local people. 1 … 2 … 3 … [3] [Total: 5]

5 0680/13/O/N/23 © UCLES 2023 [Turn over 4 The diagrams show how wave power is used to generate electricity. wave chamber sea bed sea bed turbine generator generator incoming wave wave chamber turbine generator generator Key direction of wave/water direction of air flow outgoing wave outgoing wave (a) Use the diagrams to describe how wave power is used to generate electricity. … … … … … … [3] (b) Describe one benefit and one limitation of this method of generating electricity. benefit … … limitation … … [2] [Total: 5]

6 0680/13/O/N/23 © UCLES 2023 Section B 5 People migrate for many reasons. (a) The bar chart shows the number of global migrants from 1995 to 2020. year 2010 2005 2000 1995 2015 2020 0 150 200 250 300 number of global migrants / million (i) Calculate the percentage increase in the number of global migrants from 1995 to 2020. Give your answer to one decimal place. … % [3] (ii) A student estimates that the number of global migrants in 2025 will be 300 million. Suggest three reasons why the actual number of global migrants in 2025 may be different to the number estimated by the student. 1 … 2 … 3 … [3]

7 0680/13/O/N/23 © UCLES 2023 [Turn over (b) The diagram shows a population pyramid for a group of migrants. male female age group percentage of migrants 6 6 8 8 4 4 10 10 2 2 12 12 0 0 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 Describe the structure of the population pyramid for this group of migrants. … … … … … … [3] [Total: 9]

8 0680/13/O/N/23 © UCLES 2023 6 (a) State the names of two igneous rocks. 1 … 2 … [2] (b) Some rocks are extracted from open-cast mines. (i) Describe the impacts an open-cast mine can have on the surrounding environment. … … … … … … [3] (ii) Describe strategies for the sustainable use of rocks. … … … … … … [3] [Total: 8]

9 0680/13/O/N/23 © UCLES 2023 [Turn over 7 The map shows the distribution of vegetation in Africa. Tropic of Cancer Tropic of Capricorn Equator Key vegetation little or no vegetation N (a) (i) Describe the distribution of vegetation in Africa shown on the map. … … … … … … [3] (ii) Explain how the vegetation in Africa could be affected by climate change. … … … … … … [3]

10 0680/13/O/N/23 © UCLES 2023 (b) The pie chart shows the organic matter content of a soil. 55% 6% decaying Key living completely decayed (i) Calculate the percentage of completely decayed organic matter. … % [1] (ii) A student states that the quantity of completely decayed organic matter is lower in a soil from an intensive farm than in a soil from a forest. Suggest reasons to support this statement. … … … … … … [3]

11 0680/13/O/N/23 © UCLES 2023 [Turn over (c) The photograph shows layers in a soil. Add a label line and the letter M to show the layer with the greatest quantity of organic matter. [1] (d) (i) The diagram shows the sizes of the three different types of soil particle. … … … 0.05 mm to 2 mm 0.002 mm to 0.05 mm less than 0.002 mm Complete the diagram with the names of the three types of soil particle. [3] (ii) Organic matter and mineral particles are solid components of soil. State two components of soil that are not solid. 1 … 2 … [2] [Total: 16]

12 0680/13/O/N/23 © UCLES 2023 8 The photograph shows an Arabian Oryx, a species of antelope found in Jordan, in the Middle East. In 1978, the government of Jordan introduced a strategy to conserve the Arabian Oryx.

13 0680/13/O/N/23 © UCLES 2023 [Turn over The graph shows the number of Arabian Oryx in Jordan from 1978 to 2005. 0 1980 1978 1982 1984 1986 1988 1990 1992 1994 year 1996 1998 2000 2002 2004 2006 100 200 number of Arabian Oryx in Jordan 300 50 150 250 (a) (i) Suggest three risks to the Arabian Oryx species as a result of its population size in 1978. 1 … 2 … 3 … [3] (ii) A student concludes that the strategy to conserve the Arabian Oryx species in Jordan was unsuccessful. Discuss whether the student is correct. Use the graph to support your answer. … … … … [2]

14 0680/13/O/N/23 © UCLES 2023 (b) National parks are one strategy for conserving biodiversity of ecosystems. The diagram shows interactions in a national park ecosystem. people wildlife habitats national park The effectiveness of national parks as a method for conserving biodiversity depends on the interactions shown in the diagram. Suggest reasons why. … … … … … … … … … … … [5] [Total: 10]

15 0680/13/O/N/23 © UCLES 2023 [Turn over 9 The El Niño Southern Oscillation (ENSO) reduces fish catch along the Pacific coast of South America. (a) (i) Describe how the effects of El Niño reduce the fish catch along the Pacific coast of South America. … … … … … … [3] (ii) Suggest the effects of a reduction in fish catch on the people living along the Pacific coast of South America. … … … … … … [3]

16 0680/13/O/N/23 © UCLES 2023 (b) World fish consumption per person is predicted to rise. A report about the predicted percentage change in fish consumption per person for four continents is shown. South America will have the greatest increase of 18%. Asia is predicted to rise by 8%. Oceania is also predicted to rise by 8%. In Africa, fish consumption per person is expected to decrease by 2.8%. (i) Present the data from the article in a suitable table to show the predicted percentage change in fish consumption per person for the four continents. [3] (ii) Suggest one sustainable method of meeting the increase in demand for fish. … … [1] (iii) Suggest one reason for the predicted decrease in fish consumption per person in Africa. … … [1]

17 0680/13/O/N/23 © UCLES 2023 (c) A student says: The best way to solve the problem of overfishing is to stop all fishing during the breeding season. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 17]

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20 0680/13/O/N/23 © UCLES 2023 The boundaries and names shown, the designations used and the presentation of material on any 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 Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 13 printed pages. © UCLES 2023 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/13 Paper 1 Theory October/November 2023 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 2023 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 2 of 13 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 3 of 13 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 4 of 13 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 5 of 13 Question Answer Marks 1(a)(i) idea that area is, getting smaller / reducing in size / decreased; 1 1(a)(ii) 10.1 (million km2); 1 1(b) any three from: rise of sea level; flooding; loss of land / habitat; forced migration; 3 Question Answer Marks 2(a) 1 correct; 3 correct; 5 correct; 3 2(b) any two from: interception of rain (reduces force of rain on the ground); roots, hold soil / improve drainage / bind soil; stabilise slopes; reduce the force of winds / act as wind breaks; less run off; 2 Question Answer Marks 3(a) any two from: no plants / vegetation; reduced water (in river/lake); cracks in land; dry soil / desertification; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 6 of 13 Question Answer Marks 3(b) any three from: reduced water, source / availability; decline in crop yield; starvation / famine; (forced) migration; lack of employment / income; respiratory problems caused by, dust / decrease in air quality; danger from increased risk of wildfires; 3 Question Answer Marks 4(a) any three from: incoming wave pushes water into wave chamber; water pushes air through turbine; turbine, spins / turns / rotates; which, spins / turns / rotates, generator; outgoing wave pulls air through turbine; 3 4(b) any one benefit: renewable / sustainable; no / minimal, running costs once built; no carbon dioxide emitted; AVP; plus any one limitation: dependent on, wave / weather, conditions; corrosion from salt; rising sea levels; not available in all locations; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 7 of 13 Question Answer Marks 5(a)(i) 175 AND 280 / 105; (105 ÷ 175  100 =) 60; 60.0(%); 3 5(a)(ii) any three from: changes in, national population / migration, policies; effect of climate change / sea level rise; extreme weather events; disease / epidemic; natural disaster / named natural disaster; famine; war / conflict; data was only estimated: 3 5(b) any three from: large percentage of / mostly, working age people; similar percentage of males and females in each group; few elderly dependents; few young dependents; 3 Question Answer Marks 6(a) any two from: granite; basalt; 2 6(b)(i) any three from: noise / sound, pollution; air pollution / dust; water pollution; land pollution; visual pollution; loss of habitat / deforestation; loss of biodiversity; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 8 of 13 Question Answer Marks 6(b)(ii) any three from: increased efficiency in the extraction of rocks; increased efficiency in the use of rocks; recycling of rocks; legislation; 3 Question Answer Marks 7(a)(i) any three from: central regions around Equator have vegetation / most vegetation between Tropics; northern band / Sahara region / around Tropic of Cancer, has no vegetation; southwestern tip has region with no vegetation; Madagascar has vegetation; 3 7(a)(ii) any three from: hotter so fewer plants able to tolerate heat; drier so fewer plants able to tolerate drought; wetter so flooding prevents growth / cultivation; washes plants away; plants that can tolerate, hot / dry / wet, conditions will outcompete others; increase in pests that destroy plants; desert may increase in size; increase in wildfires; rising sea levels leads to loss of coastal lands; 3 7(b)(i) 39(%); 1 7(b)(ii) any three from: many leaves fall from trees in a forest; forest less managed than an intensive farm; agricultural practices / ploughing, removes organic matter from soil on an intensive farm / organic matter might be removed by the farmer; farmers may use chemical fertilisers (rather than organic matter); all the crop is, harvested / removed; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 9 of 13 Question Answer Marks 7(c) label line and letter M showing top layer of soil; 1 7(d)(i) largest: sand; silt; smallest: clay; 3 7(d)(ii) air; water; 2 Question Answer Marks 8(a)(i) any three from: difficult to find a mate; lack of genetic diversity / inbreeding; disease could have serious consequences; threat of, (illegal) hunting / poaching / predation. extinction; 3 8(a)(ii) any two from: no, successful because: numbers increased over the period shown; numbers increasing again at end of period; yes, unsuccessful because: numbers still relatively few at end of period; numbers decreasing again at end; inconclusive because: only have information about Jordan; graph ends in 2005; fluctuation evident on graph; relevant quoted data to support point; AVP; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 10 of 13 Question Answer Marks 8(b) any five from: all three interactions required for success; tourists need to respect, wildlife / habitats / ecosystem; employees / rangers / guides, needed to work in park; residents need to manage resources sustainably; visitors provide money for national park activities; government(s) needed for, legislation / laws / regulations; wildlife need to, live / breed / feed, in habitats; people need to deal with invasive species; reintroduce species from captive breeding; control populations to protect habitats of different species; habitats provide place for wildlife and people to live in; habitats provide resources for people; managed timber extraction; medicinal plants; genetic resources / gene bank; 5 Question Answer Marks 9(a)(i) any three from: warming in sea surface temperature; prevents upwelling; reduces nutrients; less photosynthesis; less plankton; less food available for fish; (therefore) fish migrate; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 11 of 13 Question Answer Marks 9(a)(ii) any three from: fewer fish to eat / change of diet; reduction in exports of, fish / fish products; collapse of local economy; reduction in, work / employment / income; poverty; reduction in government spending / less tax income; forced migration; 3 9(b)(i) suitable table drawn with headings to include units; complete data for all four continents; minus sign for 2.8% / decrease for Africa clearly indicated; 3 9(b)(ii) fish farming; 1 9(b)(iii) any one from: population growth will outpace supply; overfishing resulting in reduced supply; change in fish migration patterns; change in eating preferences; fish too expensive to buy; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 12 of 13 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 or absent. 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

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2023 © UCLES 2023 Page 13 of 13 Question Answer Marks 9(c) indicative content for: The best way to solve the problem of overfishing is to stop all fishing during the breeding season. agree: allows fish to breed without being caught allows young fish to develop undisturbed produces many young fish allows easier identification of illegal fishing fast and effective way of rebuilding fish stocks sustainable / long-term benefits disagree: different species breed at different times doesn’t address the problem of bycatch / discard does not stop illegal fishing / relies on fishermen abiding by the regulations difficult to, enforce / monitor creates, (seasonal) unemployment / economic problems, for fishing industry other methods are available (net size / mesh size / quotas) and may be more effective cannot meet demand local people need to eat fish all year round