Cambridge IGCSE Environmental Management 0680 — 2025 Feb/March Paper 1 · Variant 2

This document has 20 pages. [Turn over Cambridge IGCSE™ * 7 9 5 3 9 6 9 2 1 0 * DC (CE/CGW) 342904/6 © UCLES 2025 ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory February/March 2025 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 0680/12/F/M/25 © UCLES 2025 Section A 1 (a) Use words from the list to complete the sentences about the Earth’s plates. core crust cyclones earthquakes magma mantle Each word may be used once, more than once or not at all. The Earth’s … is made of plates. A plate boundary is where two plates meet. As plates move, they cause … along the plate boundaries. [2] (b) The diagram shows three types of plate boundary, A, B and C. Name the three types of plate boundary, A, B and C. A B C … … … Key direction of movement [2] * 0000800000002 * ,










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3 0680/12/F/M/25 © UCLES 2025 [Turn over (c) The diagram shows rock types and examples of each rock type. Draw lines from each rock type to the correct examples. There may be one or more example for each rock type. One line has been done for you. rock type example igneous sedimentary metamorphic basalt limestone marble sandstone granite [2] [Total: 6] * 0000800000003 * ,










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4 0680/12/F/M/25 © UCLES 2025 2 The diagram shows a population pyramid for a country in 2022. 4 2 0 percentage of the population 2 4 3.1 3.1 3.0 3.0 3.2 3.2 3.1 3.1 3.2 3.2 3.4 3.4 3.4 3.4 3.2 3.2 3.0 3.0 3.2 3.2 3.4 3.4 3.4 3.4 3.1 3.1 2.7 2.7 2.3 2.3 1.8 1.8 1.2 1.2 0.7 0.7 0.4 0.4 0.1 0.1 0.0 0.0 3.2 3.2 3.2 3.2 3.4 3.4 3.2 3.2 3.3 3.3 3.6 3.6 3.5 3.5 3.1 3.1 2.7 2.7 2.9 2.9 3.0 3.0 3.1 3.1 2.9 2.9 2.5 2.5 2.2 2.2 1.6 1.6 1.0 1.0 0.5 0.5 0.2 0.2 0.1 0.1 0.0 0.0 male male female female 5–9 15–19 25–29 35–39 0– 4 10–14 20–24 30–34 45–49 55–59 65–69 age group / years 40–44 50–54 60–64 70–74 75–79 85–89 80–84 90–94 95–99 100+ * 0000800000004 * ,










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5 0680/12/F/M/25 © UCLES 2025 [Turn over (a) (i) Identify the age group with the greatest difference in percentage of the population between males and females. … [1] (ii) State the percentage of the population that is over 79 years of age. … [1] (iii) The population pyramid shows that 0.0% of the population are aged 100+ years. Explain why this does not mean that all the people in the country are less than 100 years of age. … … [1] (b) The population pyramid is from a more economically developed country, MEDC. State two features of the population pyramid that indicate the country is a MEDC. 1 … … 2 … … [2] [Total: 5] * 0000800000005 * ,










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6 0680/12/F/M/25 © UCLES 2025 3 (a) Tick (3) all the types of organism in the table that respire. type of organism respire animals plants decomposers [1] (b) Complete the word equation for respiration. … + … carbon dioxide + … [2] (c) Respiration is a process in the carbon cycle. Name one other process in the carbon cycle that produces carbon dioxide. … [1] [Total: 4] * 0000800000006 * ,










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7 0680/12/F/M/25 © UCLES 2025 [Turn over 4 The aerial photograph shows an island in an area impacted by an oil spill. The island is surrounded by booms. boom oil spill (a) (i) Explain how booms reduce the impacts of the oil spill on the island. … … … … [2] (ii) State one other method of reducing the impacts of an oil spill. … [1] (b) State two causes of marine oil spills. 1 … … 2 … … [2] [Total: 5] * 0000800000007 * ,










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8 0680/12/F/M/25 © UCLES 2025 Section B 5 (a) The photograph shows a geothermal energy resource used to generate electricity. pipelines (i) Describe how geothermal resources are used to generate electricity. … … … … … … [3] (ii) The pipelines in the photograph go to a nearby town. Suggest the function of these pipelines. … … [1] (iii) Identify one piece of evidence from the photograph that shows 100% of the energy resource is not converted to electricity. … … [1] * 0000800000008 * ,










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9 0680/12/F/M/25 © UCLES 2025 [Turn over (b) Describe one benefit and one limitation of using geothermal energy resources to generate electricity. benefit … … limitation … … [2] * 0000800000009 * ,










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10 0680/12/F/M/25 © UCLES 2025 (c) The global energy capacity of a resource is the maximum electricity that the resource can generate. The table shows the global energy capacity for geothermal energy resources from 2000 to 2020. year global energy capacity / gigawatts 2000 8.0 2005 8.5 2010 10.0 2015 11.8 2020 14.2 (i) Plot a line graph to show the global energy capacity for geothermal energy resources from 2000 to 2020. Draw a straight line between each plotted point. [5] (ii) Use the graph to estimate the global energy capacity for geothermal energy resources in 2007. … [1] (iii) A student predicts that the global energy capacity for geothermal energy resources in 2025 will be 16.6 gigawatts. Describe how the student uses the data to determine the value of 16.6 gigawatts. … … [1] * 0000800000010 * ,










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11 0680/12/F/M/25 © UCLES 2025 [Turn over (d) Buildings have different energy efficiencies. The diagram shows three buildings, A, B and C, in a cold climate. snow A C B (i) Suggest one reason why it is important to know the energy efficiency of a building. … … [1] (ii) Suggest which building, A, B or C, is the most energy efficient. Use evidence from the photograph to explain your choice. building … explanation … … … … [2] (iii) Suggest one reason why buildings in some LEDCs are less energy efficient than in MEDCs. … … [1] [Total: 18] * 0000800000011 * ,









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12 0680/12/F/M/25 © UCLES 2025 6 (a) The map shows the El Niño Southern Oscillation (ENSO) during a non-El Niño year. warm water cold water F Key ocean current direction wind direction E (i) Country E is part of a continent. Name this continent. … [1] (ii) Name the ocean labelled F. … [1] * 0000800000012 * ,









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13 0680/12/F/M/25 © UCLES 2025 [Turn over (iii) For an El Niño year, draw on the map: • the ocean current direction • the wind direction. Use the key provided. Key ocean current direction wind direction [2] (b) Explain how El Niño affects fisheries along the coast of South America. … … … … … … … … … … [5] * 0000800000013 * ,









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14 0680/12/F/M/25 © UCLES 2025 (c) The graph shows the cumulative rainfall in California, USA, during an El Niño year and during a non-El Niño year. Oct Nov Dec Jan Feb Mar month cumulative rainfall during an El Niño year cumulative rainfall during a non-El Niño year percentage of rainfall in a non-El Niño year Apr May Jun Jul Aug Sep 180 160 140 120 100 80 60 40 20 0 (i) Determine the month in the El Niño year when the cumulative rainfall reaches 100% of the cumulative rainfall in a non-El Niño year. … [1] (ii) Describe the effect of the El Niño year on the rainfall in California. Use information from the graph to support your answer. … … … … [2] [Total: 12] * 0000800000014 * ,









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15 0680/12/F/M/25 © UCLES 2025 [Turn over 7 (a) The diagram represents the natural greenhouse effect. cloud not to scale energy X Key Sun (i) X is in a layer of the atmosphere 5 km from the surface of the Earth. Name the layer of the atmosphere that contains X. … [1] (ii) Describe how the natural greenhouse effect creates the temperatures experienced on Earth. … … … … … … … … [4] * 0000800000015 * ,









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16 0680/12/ F/M/25 © UCLES 2025 (iii) Explain how the enhanced greenhouse effect increases the temperature of the Earth. … … … … [2] (b) The diagram shows major emissions of sulfur dioxide in the USA in 1990 and 2020. emissions in 2020 emissions in 1990 = greater than 300000 tonnes = 20000–300000 tonnes = less than 20000 tonnes Key N * 0000800000016 * ,









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17 0680/12/F/M/25 © UCLES 2025 [Turn over (i) Use the diagram to describe three ways that emissions of sulfur dioxide have changed from 1990 to 2020. 1 … … 2 … … 3 … … [3] (ii) A student concludes that in the USA in 2020 acid rain was not a serious atmospheric pollutant. Suggest two reasons why this conclusion may not be correct. 1 … … 2 … … [2] (iii) State two impacts of acid rain. 1 … 2 … [2] [Total: 14] * 0000800000017 * ,









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18 0680/12/F/M/25 © UCLES 2025 8 (a) The photograph shows an aeroplane spraying a maize crop with herbicides. spray aeroplane maize crop (i) Explain why crops are sprayed with herbicides. … … … … [2] (ii) Suggest the benefits and limitations of using an aeroplane to spray herbicides onto crops, as shown in the photograph. benefits … … … … … limitations … … … … … [4] * 0000800000018 * ,









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19 0680/12/F/M/25 © UCLES 2025 [Turn over (b) The photograph shows a strategy for reducing soil erosion. fruit trees tomato plants (i) Name this strategy. … [1] (ii) Explain how the strategy shown in the photograph reduces soil erosion. … … … … … … [3] * 0000800000019 * ,









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20 0680/12/F/M/25 © UCLES 2025 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. (c) A farmer says: Genetically modified crops have more benefits than negative impacts. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 16] * 0000800000020 * ,










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This document consists of 13 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory February/March 2025 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 February/March 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 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 alon gside 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.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 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 fro m 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 February/March 2025 © Cambridge University Press & Assessment 2025 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.

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 5 of 13 Question Answer Marks 1(a) crust ; earthquakes ; 2 1(b) A = constructive B = destructive C = conservative 3 correct = 2 1 or 2 correct = 1 2 1(c) line from: igneous to granite sedimentary to limestone sedimentary to sandstone metamorphic to marble 4 correct = 2 2–3 correct = 1 2 Question Answer Marks 2(a)(i) 50–54 ; 1 2(a)(ii) 4.2 (%) ; 1 2(a)(iii) idea that number too small to express to one decimal place ; 1 2(b) any two from: pyramid, is similar width / little change in age distribution / equal age distribution ; pyramid has a high (proportion) of older age groups ; narrow base (indicates low birth rate) / low young population ; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 6 of 13 Question Answer Marks 3(a) tick in all three boxes ; 1 3(b) glucose and oxygen ; water ; 2 3(c) combustion / burning ; 1 Question Answer Marks 4(a)(i) any two from: prevent oil reaching the island ; protect turtles / seabirds / mammals / corals / vegetation / named organisms ; limit impact on tourism / less visual pollution ; prevents pollution of fresh water (supplies) ; 2 4(a)(ii) any one from: detergents ; skimmers ; 1 4(b) any two from: oil tanker / shipping accidents / leaks ; leaks from pipelines ; (oil leaking) from oil processing plants / rigs ; ships cleaning tanks / deliberate dumping ; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 7 of 13 Question Answer Marks 5(a)(i) any three from: M1 water is pumped underground and heat is used, to boil water / produces steam ; M2 steam, turns / drives / , a turbine ; M3 turbine, turns / drives, a generator to produce electricity ; 3 5(a)(ii) carries hot water / for heating homes / for industry / named use ; 1 5(a)(iii) steam (is being lost) ; 1 5(b) benefit: any one from: renewable ; doesn’t use, finite resources / fossil fuels ; doesn’t produce carbon dioxide / sulfur dioxide / oxides of nitrogen ; constant electricity generation ; limitation: any one from: not all countries have suitable sources ; needs a large supply of water ; expensive to install ; 2 5(c)(i) line graph with: both axes labelled including unit for energy capacity on y-axis ; linear scale on both axes with usable graph occupying at least half of the grid ; data points plotted to within  half of a small square (5 correct points plotted = 2 marks, 4 correct points plotted = 1 mark) ;; point-to-point lines drawn with no extrapolation ; 5 5(c)(ii) 8.8 – 9.2 ; 1 5(c)(iii) same increase as 2015 to 2020 / extrapolated graph ; 1 5(d)(i) any one from: so efficiency improvements can be made ; so costs can be estimated ; educates people about efficiency ; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 8 of 13 Question Answer Marks 5(d)(ii) A ; any one from: (well) insulated / snow on roof ; smaller than other houses / less energy to heat ; 2 5(d)(iii) any one from: limited availability of materials ; less technology available ; 1 Question Answer Marks 6(a)(i) Oceania ; 1 6(a)(ii) Pacific Ocean ; 1 6(a)(iii) winds from West to East ; ocean currents West to East; 2 6(b) any five from: (in an El Niño year) fishery catches decrease / fish populations decrease ; fish migrate to find food / fish die due to lack of food ; fish migrate / die due to temperature ; upwellings reduced ; nutrients reduced ; less photosynthesis / reduced phytoplankton ; food chains disrupted ; flooding on land prevents people from fishing ; loss of income / livelihood / food shortage for people ; 5 6(c)(i) February ; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 9 of 13 Question Answer Marks 6(c)(ii) more rainfall in the El Niño year ; comparative data quote ; e.g. 160% of mean in the El Niño year / percentage goes above 100% longer dry season / cumulative rainfall met maximum earlier in year ; 2 Question Answer Marks 7(a)(i) troposphere ; 1 7(a)(ii) any four from: M1 solar radiation passes through the Earth’s atmosphere ; M2 some (solar radiation) is absorbed by the land (and oceans) or Earth ; M3 some (solar radiation) is reflected back / bounces off (from Earth into space) ; M4 some (solar radiation) is absorbed / trapped / remains / kept in (and re-emitted back to the surface) by (greenhouse) gases or clouds ; M5 energy input is equal to energy output / maintains steady / stable temperature / kept warm ; 4 7(a)(iii) any two from: increased/more greenhouse gases ; absorb more radiation / heat trapped in atmosphere / less radiation reaches space ; 2 7(b)(i) any three from: (in 2020) no emissions over 20 000 tonnes / no emissions over 300 000 tonnes ; overall number of emission locations has increased ; more emissions in west with a change in emissions ; other specified location with a change in emissions ; 3 7(b)(ii) any two from: sulfur dioxide still being emitted / more areas emitting ; sulfur dioxide forms acid rain ; sulfur dioxide can come from other countries ; oxides of nitrogen also form acid rain ; not provided with information on what the safe limit is ; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 10 of 13 Question Answer Marks 7(b)(iii) any two from: acidification of bodies of water ; decrease fish populations / named effect e.g. gill damage ; decrease crop yield / description e.g. defoliation / damage to trees ; corrodes metal structures / limestone / marble, buildings ; increase soil acidity / effects uptake of mineral ions / leaches ions ; 2 Question Answer Marks 8(a)(i) any two from: kill / control, weeds ; reduces competition ; for water / space / nutrients / light / pollinators ; increases crop yield ; 2 8(a)(ii) benefit: max 3 M1quick application ; M2 large area can be covered ; M3 prevents crop damage (from tractors) ; M4 prevents soil compaction (from) tractors ; limitation: max 3 M5 not all farmers have a plane ; M6 requires skilled pilot ; M7 uses fossil fuels / releases carbon dioxide ; M8 expensive (method of application) ; M9 can only be used on large areas ; M10 wind disperses herbicides / less accurate (qualified) ; 4 8(b)(i) intercropping / mixed cropping ; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 11 of 13 Question Answer Marks 8(b)(ii) any three from: crop acts as wind break ; reduces erosion by wind ; roots bind soil ; roots absorb water ; prevent erosion by water; field has bare soil for less time ; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 12 of 13 Question Answer Marks 8(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 both statements. Level 2 [3–4 marks] Development and support of the conclusion is evident, though the response may lack some coherence and/or detail. Indicative content and subject-specific vocabulary are used but may lack some precision and/or accuracy. Irrelevant detail may be present. 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] ‘Genetically modified crops have more benefits than negative impacts’ Indicative content: agree: (GMO will) increase yield increase nutritional value increase value of crop reduce need for pesticides reduce need for fertilisers limit diseases in people consuming the crops allow crops to be grown in harsher environments 6

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED February/March 2025 © Cambridge University Press & Assessment 2025 Page 13 of 13 Question Answer Marks 8(c) do not agree: GMO seeds are expensive farmer dependent on buying seeds unknown long-term effects on health and food chains reduces biodiversity due to potential for monocultures people are concerned about buying GM crops ethical concerns