Cambridge IGCSE Environmental Management 0680 — 2024 Oct/Nov Paper 1 · Variant 1

This document has 20 pages. Any blank pages are indicated. [Turn over * 4 2 9 0 2 8 1 1 4 6 * Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/11 Paper 1 Theory October/November 2024 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 [ ]. DC (DE/FC) 337170/3 © UCLES 2024 ,










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2 0680/11/O/N/24 © UCLES 2024 Section A 1 (a) The diagram shows part of the water cycle. ocean precipitation A transpiration B ground water flow C ice and snow run-off Key movement of water process State the names of processes A, B and C. A … B … C … [3] (b) Desalination is a process used to produce fresh water. (i) Name and describe one method of desalination. name of method … description … … … [3] * 0000800000002 * ,










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3 0680/11/O/N/24 © UCLES 2024 [Turn over (ii) Rivers, lakes and streams are natural sources of fresh water. State one other natural source of fresh water. … [1] [Total: 7] * 0000800000003 * ,










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4 0680/11/O/N/24 © UCLES 2024 2 (a) The diagram shows equipment used to generate electricity from tidal power. cable land sea sea floor concrete base minimum depth 30 m blades 15 m not to scale transmission cables (i) Describe how tidal power is used to generate electricity. … … … … … … [3] (ii) Describe the limitations of using tidal power. … … … … … … [3] * 0000800000004 * ,










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5 0680/11/O/N/24 © UCLES 2024 [Turn over (b) Tidal power is a renewable resource. The photograph shows equipment used to generate electricity using another renewable resource. equipment that uses renewable resource State the renewable resource the equipment uses. … [1] [Total: 7] * 0000800000005 * ,










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6 0680/11/O/N/24 © UCLES 2024 3 Poor agricultural practices can cause soil erosion. (a) Contour ploughing is a strategy used to reduce soil erosion. Describe the process of contour ploughing on a slope. … … … … [2] (b) Planting trees reduces soil erosion by decreasing surface run-off. Explain how trees decrease surface run-off. … … … … [2] [Total: 4] 4 Approximately half of the world’s population are at risk of getting malaria. Tick (✓) the correct box for each statement about malaria. true false Malaria is caused by bacteria. Malaria is transmitted by drinking contaminated water. Mosquitoes that carry malaria are a vector. [2] * 0000800000006 * ,










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7 0680/11/O/N/24 © UCLES 2024 [Turn over Section B 5 (a) The pie chart shows data on fish populations for 104 species caught by one European country in 2021. Key limited data available sustainable population overfished population no data 0 A student writes this conclusion from the data. ‘The majority of fish populations are sustainable.’ State whether this is a valid conclusion from the data. Give two reasons for your answer. 1 … … 2 … … [2] * 0000800000007 * ,










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8 0680/11/O/N/24 © UCLES 2024 (b) One strategy to reduce overfishing is farming of marine species. The bar chart shows data about fish yield in megatonnes (Mt) from fish farms and marine fisheries in 2008 and predicted for 2050. 0 20 40 60 80 fish yield / Mt fish farms 2008 year 2050 marine fisheries fish farms marine fisheries 100 120 140 Key fish farms marine fisheries (i) Complete the bar chart to show that the fish yield in 2008 from fish farms was 62 Mt. [2] (ii) Calculate the predicted percentage increase in fish yield from fish farms between 2008 and 2050. … [2] (iii) State three strategies to reduce overfishing, other than fish farming. 1 … 2 … 3 … [3] * 0000800000008 * ,










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9 0680/11/O/N/24 © UCLES 2024 [Turn over (c) (i) Suggest how climate change could reduce yields from some marine fisheries. Give reasons for your answer. … … … … … … … … [4] (ii) Suggest one way an increase in extreme weather conditions could reduce the yield of fish farms. … … [1] (d) The El Niño Southern Oscillation (ENSO) affects fish yields. Describe how ENSO reduces fish yields along the Pacific coast of South America. … … … … … … [3] [Total: 17] * 0000800000009 * ,










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10 0680/11/O/N/24 © UCLES 2024 6 (a) The bar chart shows the number of tropical cyclones over the North Indian Ocean for a 60-year period. 0 10 20 30 40 number of tropical cyclones Jan Feb Mar Apr May Jun Jul Aug month Sep Oct Nov Dec 50 60 70 80 (i) State the month with the most tropical cyclones. … [1] * 0000800000010 * ,










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11 0680/11/O/N/24 © UCLES 2024 [Turn over (ii) The table shows some of the data from the bar chart. Complete the table using a tally. month number of tropical cyclones Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec [2] (b) Complete the sentences about tropical cyclones. Tropical cyclones form north and south of the Equator between … ° and … °. The ocean surface temperature must be at least … °C. This temperature must extend to a depth of at least … m. [3] [Total: 6] * 0000800000011 * ,









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12 0680/11/O/N/24 © UCLES 2024 7 Ozone depletion occurs in the atmosphere. (a) The diagram shows the structure of the atmosphere. troposphere stratosphere mesosphere thermosphere Label the diagram with an X to show where ozone depletion occurs. [1] (b) Explain why ozone depletion is a concern. … … … … … … [3] * 0000800000012 * ,









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13 0680/11/O/N/24 © UCLES 2024 [Turn over (c) Ozone depletion over Antarctica is known as an ozone hole. The graph shows the area of the ozone hole over Antarctica for July to December 2021 and the highest values measured since 1979. Key area of ozone hole / million km2 July to December 2021 highest value measured since 1979 Jul Aug Sep Oct month Nov Dec Discuss whether strategies to reduce the area of the ozone hole have been successful. Refer to the strategies and use the graph to support your answer. … … … … … … … … … … … … [5] [Total: 9] * 0000800000013 * ,









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14 0680/11/O/N/24 © UCLES 2024 8 (a) Pooters are used to collect insects by sucking them into a container. The diagram shows a pooter. container fine mesh lid mouthpiece tube tube insect sucked in (i) Suggest why there is a fine mesh over the end of one of the tubes. … … [1] (ii) Suggest why the mouthpiece is replaced between each user. … … [1] (iii) Suggest why the pooter should be emptied between each insect collection. … … [1] (iv) Suggest why water forms on the inside of the container if insects are kept inside the pooter for long periods of time. … … … … [2] (v) A student wants to use a pooter to investigate the number of mosquitoes in an area of land 5 m by 5 m. Suggest one limitation of using a pooter for this investigation. … … [1] * 0000800000014 * ,









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15 0680/11/O/N/24 © UCLES 2024 [Turn over (b) A scientist in India investigates the number of mosquitoes in a house. The scientist uses a pooter to collect mosquitoes at 10-minute intervals in the house. The table shows the results. time / minutes number of mosquitoes 0 90 10 78 20 60 30 59 40 45 50 25 60 20 (i) Plot the data as a line graph on the grid. [4] (ii) Calculate the total number of mosquitoes the scientist collected. … [1] [Total: 11] * 0000800000015 * ,









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16 0680/11/O/N/24 © UCLES 2024 9 (a) The map shows the number of people per country predicted to be at risk from coastal flooding by 2030. no risk number of people per country risk level low risk 1 to 599 0 600 to 59 999 60 000 to 6 000 000 medium risk high risk N Key Equator Tropic of Capricorn Tropic of Cancer (i) Describe the distribution of people predicted to be at high risk from coastal flooding by 2030. … … … … … … [3] * 0000800000016 * ,









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17 0680/11/O/N/24 © UCLES 2024 [Turn over (ii) Suggest why the predicted risk to people from coastal flooding is low on the west coast of South America. … … … … [2] (iii) Flooding can lead to water-related diseases and loss of life. State two other negative impacts of flooding. 1 … 2 … [2] (b) Explain how underwater earthquakes can cause flooding. … … … … [2] (c) Flooding can be caused by a rise in sea levels. Explain how climate change causes sea levels to rise. … … … … [2] * 0000800000017 * ,









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18 0680/11/O/N/24 © UCLES 2024 (d) It is too late to reverse climate change. People need to adapt to the impacts of climate change. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … [6] [Total: 17] * 0000800000018 * ,









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20 0680/11/O/N/24 © UCLES 2024 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 * 0000800000020 * ,










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This document consists of 13 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/11 Paper 1 Theory October/November 2024 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 2024 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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 descriptions 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.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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.

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 13 Question Answer Marks 1(a) A: condensation; B: evaporation; C: infiltration; 3 1(b)(i) reverse osmosis; (salt) water under (high) pressure / forced through; membrane / thin grid / film / filter; allows water (molecules) to pass through but salt (particles) are too big to / flows from the more concentrated side to less concentrated side; OR thermal desalination / distillation; (salt) water is heated until it boils / heated to 100 C; evaporation occurs / (liquid) water changes to (water vapour) / steam; water (vapour) condenses / steam cools (to form fresh water); 3 1(b)(ii) any one from: aquifers / ground water / underground water; (harvested) rainwater / rain / precipitation; glaciers / ice caps / ice sheets / permafrost / snow; wetlands; 1 Question Answer Marks 2(a)(i) any three from: tides move in and out / rise and fall of tides / movement of tides / water level drops or rises / sea level rises and falls; turns / spins / rotates / drives / powers blades / turbines; (turbine) turns / rotates / drives / powers a generator; cables take electricity (to pylons then) to transformer / power station / homes; process is repeated; 3

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 13 Question Answer Marks 2(a)(ii) any three or developed: need large area of sea bed; need deep water; not all sea / coastal locations suitable; some countries are land-locked / can only be used if country has a coastline; disrupt shipping; disrupt fishing; disrupt recreation / tourism in estuary / visual pollution during construction; disrupt marine ecosystem / habitat / kill / harm marine life / reduces biodiversity / impact on fish migration / impacts on movement of large marine animals / breeding patterns / noise pollution; cables might break / equipment damaged by storms; 3 2(b) sun / sunlight / solar energy / solar (panel) / light; 1 Question Answer Marks 3(a) ploughing across a slope / across the gradient / perpendicular to the slope / horizontally across slope; ploughing along contour (lines) / natural curves / parallel to contours / a consistent elevation / follows shape of slope; 2 3(b) any two from: trees slow down the movement of water / reduces rate that water reaches surface / litter layer slows movement of water / reduces area of bare soil; leaves increase interception; water evaporates off leaves; increase infiltration; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 13 Question Answer Marks 4 3 correct = 2 1-2 correct = 1 2 Question Answer Marks 5(a) (no / unclear / not valid) any two from: data is only for 104 species of fish caught; data from only one country; largest percentage / 39%, is ‘limited data’; limited data and sustainable population are similar size / nearly equal; ‘limited data’ could be an overfished population / is unknown; 64% is not in sustainable category / only 36% is sustainable / sustainable does not make up more than other sectors combined; OR (Yes) any two from: Sustainable is greater / more than overfished population / lower % of overfished; limited data’ could be sustainable population / don’t know status of limited data 2 5(b)(i) correct plotting; bar same width; 2 5(b)(ii) 117 − 62 or 55; (55  62  100 =) 88.7 / 89; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 13 Question Answer Marks 5(b)(iii) any three from: increased mesh size; smaller / restricted net size; pole and line; quotas / limit number of fishing days / monitoring / enforcement / fines; closed seasons / restrictions in breeding season; protected areas / reserves / banned in some areas; legislation / agreements / creation or passing of laws; 3 5(c)(i) any four from: increasing temperatures / temperatures too warm / too cold; causes migration / changes distribution of fish; breeding no longer takes place / loss of breeding grounds; impact on marine ecosystem / food chains / food webs / food sources reduced / lack of nutrients / decrease of phytoplankton; predation increases or out-competed by non-native species; [4] 5(c)(ii) any one from: damage to fish farms / fish pens / damage to equipment; increase numbers of fish escape; fish die from injuries / stress or physical damage to fish; higher sediment loading; 1 5(d) changes normal pattern of ocean currents; warm water is pushed towards coast of South America / pushed east; upwelling (of cold water) decreases; alters availability of oxygen / surface nutrients / phytoplankton / less food available for fish / changes food web / food chain; fish migrate to colder water / die / do not grow; 3 Question Answer Marks 6(a)(i) November / Nov; 1

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 13 Question Answer Marks 6(a)(ii) April = 10 as a tally May = 49 as a tally Jun = 21 as a tally 3 correct = 2 1–2 correct = 1 2 6(b) 5 () and 20 (); 27 (C); 60 (m); 3 Question Answer Marks 7(a) X in stratosphere; 1 7(b) any three from: ozone absorbs UV(-B) radiation / protects us from UV / blocks UV; ozone hole allows high levels of UV radiation to reach Earth’s surface; damages crops / vegetation; increases skin cancer / serious sunburn; causes cataracts / damages the retina; 3 7(c) total five from: (evidence from graph) max 3 from: 2021 area of hole is (mostly) less than highest values; hole is there for fewer months / almost no hole in July / hole disappearing in Dec; For some dates in Nov / Dec area of hole same as highest values; max 3 from: (success as reduced area due to:) Montreal protocol / banning CFCs / international agreement to ban / all countries signed ban / stopping production; CFC replacements introduced / HFCs / HCFCs / CFC alternatives introduced; (limitations no change due to:) CFCs remain in atmosphere (for long time) / CFCs still doing damage; ban on CFCs was phased / took several years to implement; 5

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 13 Question Answer Marks 8(a)(i) to stop insects being sucked into mouth / prevent swallowing insects / no insects are sucked into the tube where the mouthpiece is / stop inhaling insects; 1 8(a)(ii) to avoid spreading (infectious) diseases / bacteria / viruses / germs / pathogens; 1 8(a)(iii) avoid predation / so the insects are not eaten / no food source / so insects don’t die; 1 8(a)(iv) insects respire / due to respiration; water (vapour) is a product (of respiration); 2 8(a)(v) any one from: area is too large (to sample with a pooter) / pooter cannot cover area mosquitoes could fly away before being sampled / more mosquitoes could enter area during sampling; time consuming (to get large enough sample); only sample the insects you see / mosquitoes are small; 1 8(b(i) M1 axes labelled with unit; x-axis: time / minutes AND y-axis: number of mosquitoes M2 sensible linear scale for both axes with plotted data that cover at least half of grid; M3 all plots correct; M4 line joining plots; 4 8(b)(ii) 377; 1

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 13 Question Answer Marks 9(a)(i) any three from: random / spread out / spread across / dispersed / uneven / widely distributed / sparsely distributed; majority of people found north of the equator / in northern hemisphere / north of tropic of cancer; cluster / large area / many countries in south / east / south east Asia; one area / small cluster in (north) Europe / one country in Europe; there are three countries in Africa / found in north and west Africa; there are two areas in North America; in South America, south of the equator / between equator and Tropic of Capricorn / east South America; small area in the Middle East; small cluster north of Oceania; 3 9(a)(ii) any two from: low population / population live away from the coast; little or no low-lying land / mountains / upland area; good sea defences / flood defences / protection; no / few tropical cyclones; 2 9(a)(iii) any two from: loss of livestock; loss of crops; malnutrition / famine / food shortages; damage to habitats / loss of biodiversity / disruption to food chains; loss of jobs; financial loss; damage to buildings / housing / property / infrastructure / transportation routes; contaminated water supplies; soil erosion / waterlogged soils / salinisation of soil; forced migration / people forced to leave an area; 2 9(b) any two from: movement of (tectonic) plates / crust / along faults / seafloor (land) under water is displaced / moved up / rises and falls / changes height; causes water (sea) to move / water (sea) moves away from source of earthquake / water (sea) rises and falls / displaces water / changes sea level; creates tsunamis; 2

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 13 Question Answer Marks 9(c) increased global temperatures / global warming; melting of ice sheets / glaciers / ice caps / ice / permafrost; 2 9(d) 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] indicative content for: It is too late to reverse climate change. People need to adapt to the impacts of climate change. Argument for adapting to impact of climate change: impacts of climate change are already being felt examples of impact e.g. sea level rise / drought / crop failure / extreme weather / increase in wildfires / increased global temperatures / heat waves examples from a case study environment has already reached tipping point for climate change / temperatures are increasing not stabilising reference to international climate meetings 6

0680/11 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 13 of 13 Question Answer Marks 9(d) Argument for reversing climate change: countries are not trying hard enough to combat climate change examples of how to combat climate change e.g. reduce combustion of fossil fuels, switch to renewables, invest in carbon capture and carbon storage, use of electrical vehicles, energy reduction schemes examples from a case study If we don’t act the impacts will be much worse and stated examples e.g. loss of low lying land / islands examples from a case study We don’t fully know the impact of increased temperatures negative feedback loops models that predict climate change vary in the extent of their impacts