Cambridge IGCSE Environmental Management 0680 — 2024 Oct/Nov Paper 1 · Variant 3

[Turn over Cambridge IGCSE™ This document has 20 pages. Any blank pages are indicated. * 7 7 2 2 4 2 8 8 6 3 * DC (WW/SG) 337177/1 © UCLES 2024 ENVIRONMENTAL MANAGEMENT 0680/13 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 [ ]. ,










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2 0680/13/O/N/24 © UCLES 2024 Section A 1 (a) The diagram shows part of the water cycle. (i) Interception is one process in the water cycle. State two other processes in the water cycle shown in the diagram. 1 … 2 … [2] (ii) State two places shown in the diagram where water is stored. 1 … 2 … [2] (b) State the meaning of the term interception in the water cycle. … … [1] (c) State the source of energy for the water cycle. … [1] (d) In some places there is a layer of frozen soil under the Earth’s surface. State the name of this layer of frozen soil. … [1] [Total: 7] * 0000800000002 * ,










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3 0680/13/O/N/24 © UCLES 2024 [Turn over 2 The map shows the locations of some major marine fisheries and some cold and warm ocean currents. Equator Tropic of Capricorn Tropic of Cancer Key major marine fisheries cold ocean current warm ocean current (a) The major marine fisheries shown on the map are located near coasts and on continental shelves. Explain why these fisheries are in these locations. coasts … … … … continental shelves … … … … [4] (b) State two strategies for the sustainable harvesting of marine fish populations. 1 … 2 … [2] [Total: 6] * 0000800000003 * ,










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4 0680/13/O/N/24 © UCLES 2024 3 (a) Different types of agriculture are shown. Draw one straight line from each type of agriculture to the correct description. One has been drawn for you. arable commercial subsistence pastoral type of agriculture production of food for the farmer and the farmer’s family production of animals or animal products production of crops production is for sale to make a profit description of agriculture [2] (b) State one negative impact on the environment for each of these agricultural practices. overuse of insecticides … … overuse of fertilisers … … mismanagement of irrigation … … [3] (c) Explain how agroforestry can be a sustainable agricultural practice. … … … … [2] [Total: 7] * 0000800000004 * ,










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5 0680/13/O/N/24 © UCLES 2024 [Turn over Section B 4 (a) The diagram shows how nuclear power is used to generate electricity. cooling tower nuclear reactor Key water turbine generator condenser movement of water Describe how nuclear power is used to generate electricity. … … … … … … … … [4] * 0000800000005 * ,










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6 0680/13/O/N/24 © UCLES 2024 (b) Describe environmental advantages of using nuclear power compared to fossil fuels to generate electricity. … … … … … … [3] (c) In December 2021, the government of France announced plans to build more nuclear power stations. Suggest three reasons why some people do not want nuclear power stations. 1 … … 2 … … 3 … … [3] * 0000800000006 * ,










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7 0680/13/O/N/24 © UCLES 2024 [Turn over (d) In 2019, Switzerland reduced the number of nuclear power stations and increased the electricity generated by solar power. The fact sheet gives information about a new solar power station. Lac des Toules Solar Power Station Lac des Toules is a reservoir that supplies a hydro-electric power station. The reservoir is 1810 m above sea level and is in mountains where there is strong solar radiation. The solar panels float on the reservoir. The panels capture direct light and light reflected from the water. This means 50% more electricity is generated than a solar power station that is the same size built on land. The reservoir is drained each year for maintenance. (i) Suggest environmental benefits of the solar power station shown in the fact sheet. … … … … … … [3] (ii) Suggest one reason why draining the reservoir every year has a negative impact on the ecosystem. … … [1] [Total: 14] * 0000800000007 * ,










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8 0680/13/O/N/24 © UCLES 2024 BLANK PAGE * 0000800000008 * ,










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9 0680/13/O/N/24 © UCLES 2024 [Turn over 5 (a) The bar chart shows the number of reported natural hazards caused by extreme weather from 1970 to 2019. year 1980– 1989 1970– 1979 1990– 1999 2000– 2009 2010– 2019 0 1000 1500 500 2000 2500 3000 3500 4000 number of hazards (i) There were 710 reported natural hazards caused by extreme weather between 1970 and 1979. Plot this data on the bar chart. [2] (ii) Describe the trends shown in the bar chart from 1980–2019. … … … … [2] * 0000800000009 * ,










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10 0680/13/O/N/24 © UCLES 2024 (b) The table shows data for six natural hazards caused by extreme weather from 1970 to 2019. natural hazard percentage of total events number of deaths percentage of total deaths drought 5 701 133 34 extreme temperature 5 185 594 9 flood 45 329 945 16 landslide 5 41 243 2 storm 35 804 241 39 wildfire 5 2 773 0 total 2 064 929 (i) Plot the percentage of total events as a pie chart. Complete the key. Key … … … … … … [4] (ii) State the three natural hazards that caused the largest numbers of deaths. 1 … 2 … 3 … [1] * 0000800000010 * ,










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11 0680/13/O/N/24 © UCLES 2024 [Turn over (iii) Calculate the range in the number of deaths for the six natural hazards. range = … [1] (iv) There were a total of 11 072 natural hazard events. 17% of the storms were classified as tropical cyclones. Calculate the number of tropical cyclones. number = … [1] (v) State the latitudes north and south of the Equator where tropical cyclones form. … and … [1] (vi) Suggest three reasons why the number of deaths from extreme weather hazards reduced between 1970 and 2019. 1 … … 2 … … 3 … … [3] * 0000800000011 * ,









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12 0680/13/O/N/24 © UCLES 2024 (vii) Flooding was the most common of the natural hazards recorded. Describe the causes of flooding. … … … … … … … … … … [5] (viii) Suggest reasons why most of the deaths from the natural hazards were in less economically developed countries (LEDCs). … … … … … … [3] * 0000800000012 * ,









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13 0680/13/O/N/24 © UCLES 2024 [Turn over Question 5 continues on page 14. * 0000800000013 * ,









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14 0680/13/O/N/24 © UCLES 2024 (c) A student investigates the financial losses caused by six storm events. The student records the financial losses in a notebook. 2017 Storm Harvey USA 96.9 billion USD Storm Katrina USA 163.6 billion USD 2005 69.4 billion USD USA Storm Maria same year as Harvey Storm Irma was same year as Harvey 58.2 billion USD USA 2012 Storm Sandy USA 54.5 billion USD USA 1992 48.3 billion USD Storm Andrew (i) Record the data from the notebook in a suitable table. [3] * 0000800000014 * ,









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15 0680/13/O/N/24 © UCLES 2024 [Turn over (ii) Write two conclusions about the financial losses caused by the six storm events. 1 … … 2 … … [2] (d) State two tectonic natural hazards. 1 … 2 … [2] [Total: 30] * 0000800000015 * ,









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16 0680/13/O/N/24 © UCLES 2024 6 (a) The graph shows world population growth since 1800 and estimated between 2024 and 2100. 0 1800 1850 1900 year 1950 2000 2050 2100 2 4 population / billion 6 1 3 5 7 8 9 10 11 12 1800 1930 1960 1974 1987 1999 2011 2024 2037 2056 2100 Describe the changes shown in world population growth between 1800 and 2100. … … … … … … [3] (b) Suggest the impact on fossil fuel reserves if the world population continues to increase. Give reasons for your answer. … … … …[2] * 0000800000016 * ,









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17 0680/13/O/N/24 © UCLES 2024 (c) Italy is a more economically developed country (MEDC). Nigeria is a less economically developed country (LEDC). The diagram shows population pyramids for the two countries in 2021. male female percentage of population 6 6 4 4 2 2 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 75–79 70–74 80–84 85–89 90–94 95–99 100+ dependent population working population dependent population Italy male female percentage of population 6 6 8 8 4 4 10 10 2 2 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 75–79 70–74 80–84 85–89 90–94 95–99 100+ Nigeria (i) Compare the dependent and working populations of Italy with those of Nigeria in 2021. dependent populations … … … … working populations … … … … [3] [Turn over * 0000800000017 * ,









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18 0680/13/O/N/24 © UCLES 2024 (ii) Suggest two impacts of an ageing population on a country. 1 … … 2 … … [2] (d) A student says: The education of girls in LEDCs is the best strategy for managing world population growth. To what extent do you agree with this statement. Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 16] * 0000800000018 * ,









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20 0680/13/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 14 printed pages. © Cambridge University Press & Assessment 2024 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/13 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 5 of 14 Question Answer Marks 1(a)(i) any two from: condensation; infiltration; evaporation; ground water flow; precipitation; surface run off; transpiration; through flow; 2 1(a)(ii) any two from: ocean; clouds / atmosphere; lake / reservoir; stream / river; ground water; glacier; 2 1(b) water is stopped from reaching the soil by leaves / foliage, on vegetation; 1 1(c) the Sun; 1 1(d) permafrost; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 6 of 14 Question Answer Marks 2(a) four marks (2 plus 2) coasts (2): cold ocean currents; upwelling; carrying nutrients; continental shelves (2): areas of shallow water; more, light / oxygen; more, nutrients / plankton; 4 2(b) any two from: laws / quotas; net types; mesh size; closed / breeding seasons / protected areas / reserves; monitoring / implementation of, international agreements; pole and line fishing; 2 Question Answer Marks 3(a) 1 correct = 1 mark 3 correct = 2 marks 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 7 of 14 Question Answer Marks 3(b) MAX one for each section: overuse of insecticides: loss of biodiversity; loss of pollinators; disrupts food chain; kills non target species; overuse of fertilisers: eutrophication nutrient enrichment; algal blooms; mismanagement of irrigation: salinisation; waterlogging; soil erosion; crop failure; 3 3(c) any two from: managed planting; allows mixed cropping; reduces soil erosion; captures / stores, carbon; leaf litter adds carbon; retains biodiversity; fruits / nuts / timber, harvested; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 8 of 14 Question Answer Marks 4(a) any four from: energy is released from uranium; water heated / turns to steam; (steam), turns / drives / spins / runs a turbine; turbine turns / drives / spins / runs a generator; steam is cooled (in condenser / cooling tower) back to water (and used again); 4 4(b) any three from: does not produce carbon dioxide emissions; does not contribute to, enhanced greenhouse effect / global warming / climate change; does not produce, sulfur dioxide / oxides of nitrogen (NOx); does not contribute to acid rain; 3 4(c) any three from: considered dangerous, uranium / fuel / waste, is radioactive; risk of, accidents / radiation leaks; exposure to (high) radiation levels can cause, cancers / leukaemia / mutations / radiation sickness or poisoning; not renewable; 3 4(d)(i) any three from: renewable / sustainable, source of energy; does not cause, air pollution / global warming / acid rain; does not occupy land / so does not affect, agriculture; generates (50%) more electricity (than a land-based power station); 3 4d(ii) any one from: organisms / plants / animals in the reservoir die / habitat destruction; biodiversity is limited; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 9 of 14 Question Answer Marks 5(a)(i) correct plotting; bar same width; 2 5(a)(ii) increase from 1980 to, 2000 / 2009; decrease from 2009 to, 2010 / 2019; 2 5(b)(i) sectors in clockwise rank order; largest first starting at ‘noon’; correct plotting; key completed AND matches sector shading; 4 5(b)(ii) storms AND droughts AND floods; 1 5(b)(iii) 801 468; 1 5(b)(iv) 1882; 1 5(b)(v) 5° and 20°; 1 5(b)(vi) any three from: improvement in, monitoring / early warning systems; disaster preparation, plans / drills / emergency supplies / emergency rescue teams; evacuation; international aid; emergency shelters; improved medical care; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 10 of 14 Question Answer Marks 5(b)(vii) any five from: heavy / prolonged, rainfall; rapid surface runoff; impermeable, rock / surfaces / compacted soil; soil becomes saturated; rivers overflow; rapid snowmelt following a rise in temperature; height / shape / relief of land; fast runoff on steep slopes; water accumulates on, flat land / deltas; deforestation increasing surface runoff; eroded soil reduces carrying capacity of river channels; urbanisation; impermeable, concrete / tarmac; inadequate drains; storm surges as a result of, tropical cyclones / large storms; tsunamis caused by undersea, earthquakes / landslides; rise in sea level as a result of global temperature increasing; thermal expansion of oceans; melting ice caps; 5 5(b)(viii) any three from: lack of, monitoring / early warning systems / disaster preparation; higher population growth / density, in LEDCs than MEDCs; increased numbers, on flood plains / near coasts / in urban areas; poor housing / infrastructure; no emergency, shelters / supplies / rescue teams; poor health / medical care; increased risk of death from, water related / vector borne, diseases; 3 5(c)(i) table drawn with minimum of three column headings for event, year and (financial) loss; unit: USD in the column heading only; all data for event, year and financial loss recorded; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 11 of 14 Question Answer Marks 5(c)(ii) any two from: all occurred in, the USA / an MEDC; Katrina had highest loss / Andrew had the least; three of the six storms were in 2017 / the, last 10 years / last decade of the data; the financial losses increased in 2017 as the total losses were, 224.5 billion USD / more than the losses caused by Katrina in 2005; total losses from all 6 events was 490.9 billion USD; 2 5(d) earthquake; volcanic eruption; 2 Question Answer Marks 6(a) any three from: overall increasing; steady growth 1800 to 1930; rate increases between 1930 to 2056; rate decreases after 2056 / idea of levelling off; relevant quoted data; 3 6(b) any two from: decrease AND reasons: fossil fuels are finite; more fossil fuels used for electricity generation / greater demand; • for heating; • for transport; • for industries / manufacturing; more fossil fuels used as raw materials for plastics; OR little / no impact AND reasons: people use renewables; keep existing reserves for future generations; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 12 of 14 Question Answer Marks 6(c)(i) Max 2 dependent populations: Nigeria higher percentage dependents (46 % Italy 36%); Nigeria higher percentage of young dependents / ORA; Nigeria lower percentage old dependents / ORA; working populations: Nigeria lower percentage working population / ORA; greatest proportion of working population in the 15–19 age range in Nigeria and 50–54 in Italy; 3 6(c)(ii) any two from: more money needed for, healthcare / social care / pensions; increase in taxes on working population; reduction in the working population; decrease in country’s wealth / GDP; 2 6(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. 6

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 13 of 14 Question Answer Marks 6(d) No response or no creditable response [0 marks] indicative content for: The education of girls in LEDCs is the best strategy for managing world population growth. agree: LEDCs tend to have higher birth rates girls in LEDCs have less access to education than boys many girls in LEDCs are illiterate need to know how to – • control fertility • plan number of children / use contraception need to understand – • benefits of small families • the global impacts large populations have qualifications – • for careers / gain economic independence • so they marry when they are older, not when they are children • so they delay child bearing / decide to have fewer children have the ability to take better care of own health / families’ health • improving the survival of children education changes attitudes education reduces poverty disagree: education of boys in LEDCs is just as important LEDCs lack the infrastructure to provide universal public education education of girls / both genders needs supporting with other strategies • improved health services • family planning advice centres • gender equality laws / gender-responsive teaching • schools need to be safe places for girls (safety / hygiene / sanitation needs of girls must be met in the schools) • national population policies

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2024 © Cambridge University Press & Assessment 2024 Page 14 of 14 Question Answer Marks 6(d) education is as important for boys and girls in MEDCS and LEDCs if world population growth and its effects on environment are to be managed effectively response may be supported by one or more case studies of named countries / regions (China, France, India, Singapore, South Korea, Kenya)