Cambridge IGCSE Environmental Management 0680 — 2025 May/June Paper 1 · Variant 2

This document has 20 pages. Any blank pages are indicated. [Turn over * 6 2 3 4 0 0 7 7 1 7 * Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory May/June 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 [ ]. DC (DE/CT) 345282/2 © UCLES 2025 ,










, * 0000800000001 * ¬WŠ. 4mHuOªEŠ`z5€W ¬cštQ¬˜«dˆ}”„8”¢‚ ¥ueUu•E5U5u ue••U

2 0680/12/M/J/25 © UCLES 2025 Section A 1 (a) Earthquakes are one cause of a tsunami. State what is meant by a tsunami. … … [1] (b) State two ways that an early warning about an earthquake saves lives. 1 … … 2 … … [2] (c) Some scientists used a computer model to predict whether an earthquake would occur. The scientists used data from 120 tectonic events to test the computer model. The pie chart shows the results. Key correctly predicted an earthquake would occur correctly predicted no earthquake incorrectly predicted an earthquake would occur incorrectly predicted no earthquake Calculate the number of correct predictions. … [2] * 0000800000002 * ,










, ĬÕĊ®Ġ´íÈõÏĪÅĊÝü·þ× ĬãĜóÔĠĔýÛùûï¼¾äÚĘĂ ĥåµÕµõąÕĥõåÅąµÅÕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

3 0680/12/M/J/25 © UCLES 2025 [Turn over (d) The diagram shows a section of the Earth. volcano land Key direction of movement C B A (i) Name parts A, B and C. A … B … C … [3] (ii) Label the subduction zone with the letter S on the diagram. [1] [Total: 9] * 0000800000003 * ,










, Ĭ×Ċ®Ġ´íÈõÏĪÅĊÝú·þ× ĬãěôÜĪĐíÞÿĆºĠ¶øÚĨĂ ĥåÅĕõĕĥµõąõÅąÕåĕåÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

4 0680/12/M/J/25 © UCLES 2025 2 Complete the sentences about the El Niño Southern Oscillation phenomenon. Use words from the list. Each word may be used once, more than once or not at all. Atlantic cold decrease east increase north Pacific polluted south Southern warm west The usual wind direction reverses above the … Ocean. The warm water around Oceania moves … . This causes the sea level along the coast of South America to … . There is more … water and more rainfall than normal around the coast of South America. Marine fisheries in South America … . [5] * 0000800000004 * ,










, ĬÕĊ®Ġ´íÈõÏĪÅĊßü·Ā× ĬãěñÜĤĞüÙāý±¾ĚÖÊĐĂ ĥĕĕĕµĕĥĕĕåąÅÅÕąĕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

5 0680/12/M/J/25 © UCLES 2025 [Turn over 3 (a) The oceans are a source of food. (i) Describe what is meant by bycatch. … … [1] (ii) State one reason why closed seasons are used to manage marine species. … … [1] (iii) Explain why international agreements are needed to manage the harvesting of marine species. … … [1] (iv) State one strategy used to manage the harvesting of marine species other than closed seasons and international agreements. … [1] (b) State two ways the oceans are a source of energy. 1 … … 2 … … [2] [Total: 6] * 0000800000005 * ,










, Ĭ×Ċ®Ġ´íÈõÏĪÅĊßú·Ā× ĬãĜòÔĦĢČà÷ôøĚĢĂÊĠĂ ĥĕĥÕõõąõąÕÕÅŵĥÕåÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

6 0680/12/M/J/25 © UCLES 2025 Section B 4 (a) The map shows some oil spills. Equator Tropic of Capricorn Tropic of Cancer Key oil spill Describe the distribution of oil spills shown on the map. … … … … … … [3] * 0000800000006 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊÞú¶þ× ĬãěòÏĠĊĂèôāýúĚģĢĐĂ ĥÅÅÕõÕąÕŵõÅąµÅĕõÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

7 0680/12/M/J/25 © UCLES 2025 [Turn over (b) The diagram shows the causes of marine oil spills of 7 tonnes or more in a 50-year period. Key cause tanker collision tanker hits the sea floor equipment failure other 0 20 40 60 80 100 10 30 50 70 90 decade percentage of oil spills 1970s 1980s 1990s 2000s 2010s (i) Determine the percentage of marine oil spills due to equipment failure in the 1980s. …% [1] (ii) Determine which cause is the least frequent during the 50-year period. … [1] (iii) Suggest one cause in the ‘other’ category. … [1] (c) Describe how booms reduce the impact of marine oil spills. … … … … [2] * 0000800000007 * ,










, ĬÛĊ®Ġ´íÈõÏĪÅĊÞü¶þ× ĬãĜñ×ĪĆòÑĆðÌÞĢ·ĢĠĂ ĥŵĕµµĥµÕÅåÅąÕåÕĥÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

8 0680/12/M/J/25 © UCLES 2025 (d) The photograph shows mussels on a rock in the ocean. An oil spill occurs in the ocean where these mussels live. The table shows the oil concentration in the mussels after the oil spill. day after oil spill oil concentration in mussels / *ppm 0 0 1 480 3 600 4 420 5 110 10 50 15 40 30 0 35 0 *ppm = parts per million * 0000800000008 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊàú¶Ā× ĬãĜô×Ĥø÷æČ÷ÃĀ¾ĕòĘĂ ĥõĥĕõµĥĕµĥÕÅÅÕąÕõÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

9 0680/12/M/J/25 © UCLES 2025 [Turn over (i) Plot the data as a line graph. [4] (ii) The mussels were moved to oil-free water at the end of day 3. Use the table to describe the effect on the concentration of oil in the mussels after they are moved to oil-free water. … … … … [2] * 0000800000009 * ,










, ĬÛĊ®Ġ´íÈõÏĪÅĊàü¶Ā× ĬãěóÏĦüćÓîĊĆܶÁòĨĂ ĥõĕÕµÕąõåĕąÅŵĥĕĥÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

10 0680/12/M/J/25 © UCLES 2025 (iii) Oil from spills can bioaccumulate in organisms. Complete the sentence. Bioaccumulation occurs when an organism … a substance at a rate faster than the substance is … . [1] [Total: 15] * 0000800000010 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊÝú¸þ× ĬãęôÎĢðġìăðĩĤÀñÊĠĂ ĥåąÕõµÅĕĕÕÕąÅõąÕÅÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

11 0680/12/M/J/25 © UCLES 2025 [Turn over 5 (a) The bar chart shows the annual rainfall at a weather station from 2003 to 2023. 0 100 200 300 400 500 600 700 800 900 2003 2005 2004 2007 2009 year 2011 2013 2015 2006 2008 2010 2012 2014 2017 2016 2019 2018 2021 2020 2023 2022 annual rainfall / mm (i) Calculate the range in annual rainfall. … mm [2] (ii) The mean annual rainfall is 460 mm. Determine the number of years when the rainfall was greater than the mean. … [1] * 0000800000011 * ,









, ĬÛĊ®Ġ´íÈõÏĪÅĊÝü¸þ× ĬãĚóÖĨôđÍõāุåÊĐĂ ĥåõĕµÕåõąåąąÅĕĥĕÕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

12 0680/12/M/J/25 © UCLES 2025 (iii) Explain why crop yields decrease in years when the rainfall is much greater than the mean. … … … … … … … … … … [5] (b) A drought severity index is a measure of drought conditions over time. • A positive value is wetter than average. • A negative value is drier than average. • A value below – 4 is an extreme drought. The graph shows the drought severity index for the United States. 1920 1940 1960 1980 2000 2020 index year 0 2 – 2 – 4 – 6 – 8 4 6 (i) Determine the number of years when an extreme drought occurred. … [1] * 0000800000012 * ,









, ĬÙĊ®Ġ´íÈõÏĪÅĊßú¸Ā× ĬãĚòÖĞĂĘêûĊçĖĜćÚĨĂ ĥĕåĕõÕåÕĥąõąąĕÅĕÅÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

13 0680/12/M/J/25 © UCLES 2025 [Turn over (ii) A student makes this conclusion from the data. Between 2000 and 2020 there were more years with drought than without drought. Is the student correct? Give a reason for your answer. … … [1] (iii) Suggest why the number of droughts could increase in the future. … … … … [2] (iv) Suggest why droughts increase the risk of wildfires. … … [1] (v) A report stated that in the United States in 2022 there were $21 billion of agricultural losses due to weather related disasters. $20.4 billion were lost due to drought and wildfires. Calculate the percentage lost due to drought and wildfires. …% [1] (vi) Describe strategies for managing the impact of drought on agriculture. … … … … [2] * 0000800000013 * ,









, ĬÛĊ®Ġ´íÈõÏĪÅĊßü¸Ā× ĬãęñÎĬþĨÏý÷ĢÂĤÓÚĘĂ ĥĕÕÕµµÅµõõåąąõåÕÕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

14 0680/12/M/J/25 © UCLES 2025 (c) One strategy to reduce the impact of drought is desalination of sea water by distillation. Some statements about the distillation of sea water to produce drinking water are shown. A drinking water is collected B sea water is heated until it boils C water vapour condenses D water evaporates E water vapour is cooled Put the statements in the correct order. One has been completed for you. A [2] (d) Reservoirs are a source of fresh water. A reservoir is formed when a dam is built. (i) State one source of fresh water other than desalination and reservoirs. … [1] (ii) A location experiences many periods of drought. Suggest three reasons why a local government decides not to build a dam in this location. 1 … … 2 … … 3 … … [3] * 0000800000014 * ,









, ĬÕĊ®Ġ´íÈõÏĪÅĊàûµĂ× ĬãĚóÏĦñĐÝċô½Ğ¹×ĪĐĂ ĥµÕĕõÕąĕĕĥåÅŵąĕąÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

15 0680/12/M/J/25 © UCLES 2025 [Turn over (e) Dams form part of a hydro-electric power scheme. (i) Describe how electricity is generated in a hydro-electric power scheme. … … … … … … [3] (ii) State one benefit of a multipurpose dam, other than as a source of fresh water and generation of electricity. … [1] [Total: 26] * 0000800000015 * ,









, Ĭ×Ċ®Ġ´íÈõÏĪÅĊàùµĂ× Ĭãęô×ĤíĠÜíýČºÁăĪĠĂ ĥµåÕµµĥõąĕõÅÅÕĥÕĕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

16 0680/12/M/J/25 © UCLES 2025 6 (a) The photograph shows a carp. Carp were first released into Australian rivers in the 1800s. Australia is a country in Oceania. Before their release, carp were not found in Australia. Suggest two reasons why these carp reduce biodiversity in Australia. 1 … … 2 … … [2] * 0000800000016 * ,









, ĬÕĊ®Ġ´íÈõÏĪÅĊÞûµĄ× Ĭãęñ×ĪÿĩßóĆăĜĝáúĘĂ ĥąõÕõµĥÕĥµąÅąÕÅÕąÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

17 0680/12/M/J/25 © UCLES 2025 [Turn over (b) Carp are now the most abundant large fresh water fish in the Murray and Darling rivers in Australia. The bar chart shows the annual catch of carp in the Murray and Darling rivers over a 40-year period. annual catch / kg year 600 000 500 000 400 000 300 000 200 000 100 000 0 0 5 10 15 20 25 30 35 40 In year 4, some carp escaped into the Murray and Darling rivers from a fish farm. Suggest two reasons why there is a large increase in annual catch between years 11 and 18. 1 … … 2 … … [2] (c) Scientists have identified a natural disease that causes high death rates in carp. The scientists want to introduce this disease to the carp in Australia. (i) Suggest two reasons why some people are against this method of controlling the carp population. 1 … … 2 … … [2] (ii) Name this method of pest control. … [1] * 0000800000017 * ,









, Ĭ×Ċ®Ġ´íÈõÏĪÅĊÞùµĄ× ĬãĚòÏĠăęÚąûÆÀĕõúĨĂ ĥąąĕµÕąµõÅÕÅąµåĕĕÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

18 0680/12/M/J/25 © UCLES 2025 (d) The Australian government have strategies to protect some threatened groups of organisms. The bar chart shows the percentage of threatened groups which have strategies to protect them. 0 20 40 60 80 100 threatened group percentage of threatened groups with strategies mammals birds reptiles amphibians plants Key critically endangered endangered vulnerable total: percentage of all species in each group that has some level of protection Circle the threatened group that has the least total protection. mammals birds reptiles amphibians plants [1] (e) (i) State three reasons why an ecological corridor increases the number of mammals. 1 … … 2 … … 3 … … [3] (ii) State two other strategies for increasing the number of mammals. 1 … … 2 … … [2] * 0000800000018 * ,









 , ĬÕĊ®Ġ´íÈõÏĪÅĊßû·Ă× ĬãĜñÎĬćïáüýéøğÅÂĠĂ ĥÕĕĕõµÅÕÅąąąąõÅÕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

19 0680/12/M/J/25 © UCLES 2025 (f) Climate change is the biggest threat to biodiversity. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 19] * 0000800000019 * ,









 , Ĭ×Ċ®Ġ´íÈõÏĪÅĊßù·Ă× ĬãěòÖĞċÿØþôĠäėđÂĐĂ ĥÕĥÕµÕåµÕõÕąąĕåĕåÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

20 0680/12/M/J/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. BLANK PAGE * 0000800000020 * ,










, ĬÕĊ®Ġ´íÈõÏĪÅĊÝû·Ą× ĬãěóÖĨùĊãĄûħĂ»³ÒĨĂ ĥĥµÕõÕåĕµÕåąÅĕąĕµÕ DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN DO NOT WRITE IN THIS MARGIN

This document consists of 15 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory May/June 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 May/June 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 15 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 15 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 thre sholds 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 15 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 May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 15 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standard isation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning correct point or mark awarded incorrect point or mark not awarded information missing or insufficient for credit incorrect or insufficient point ignored while marking the rest of the response contradiction in response, mark not awarded benefit of the doubt given error carried forward applied First answer response has not answered question power of ten error

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 15 Annotation Meaning point has been noted, but no credit has been given or blank page seen response is too vague or there is insufficient detail in response repetition in response to show a correct point but where the number of points does not relate to the number of marks ie 3 correct= 2 marks correct awarding one mark from marking point or marking group 1. similar numbered ticks are used for marking point or marking groups 2, 3, 4 etc. Highlighter Highlight

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 15 Question Answer Marks 1(a) giant wave; 1 1(b) any two from: M1 evacuation / move away from buildings; M2 collection of emergency supplies; M3 rescue teams in place / ready; M4 sheltering from something that might fall; 2 1(c) 70%; (120  0.7) / 84; 2 1(d)(i) A (oceanic) crust; B (continental) crust; C mantle; 3 1(d)(ii) S in correct area; 1 Question Answer Marks 2 Pacific; east; increase; warm; decrease; 5

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 15 Question Answer Marks 3(a)(i) non-target (marine) species (caught during fishing for a different species); 1 3(a)(ii) any one from: gives species time to breed / reproduce; increase population; replenish fish stocks; to prevent overfishing; 1 3(a)(iii) any one from: fish cross international boundaries at sea; fishing happens across borders / oceans shared by countries; 1 3(a)(iv) any one from: net type / decrease size of net; increased mesh size; use of pole and line; quotas / licences / reduce number of fishing days; (conservation) laws; protected areas; monitoring / fines (for rule breakers); smaller boats / less boats; 1 3(b) wave (power); tidal (power); 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 15 Question Answer Marks 4(a) any three from: M1 reference to site on coast / coastal areas; M2 most are north of Equator; M3 many / most in Atlantic; M4 relevant quoted location or number; 3 4(b)(i) 16; 1 4(b)(ii) equipment failure; 1 4(b)(iii) any one from: human error; poor maintenance; terrorism / conflict; extreme weather; natural disasters; 1 4(c) any two from: M1 physical barrier to oil / keeps oil contained; M2 prevents / slows the spread; M3 only works on surface oil spills; 2 4(d)(i) M1 axes labels and unit: x-axis: day (as after oil spill) y-axis: (oil) concentration / ppm; M2 sensible linear scale that covers half the plotted space; M3 7 correct plots  half a small square tolerance; M4 9 correct plots  half a small square tolerance with a straight line drawn to each plotted point in chronological order; 4 4(d)(ii) any two from: M1 (rapid) decrease in concentration; M2 returns to zero after day 30; M3 Other correct use of data and day; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 15 Question Answer Marks 4(d)(iii) absorbs / takes in / consumed / ingests AND lost / egested / emitted / removed / excreted; 1 Question Answer Marks 5(a)(i) correct values identified: 800 and 220; difference determined: 580; 2 5(a)(ii) 8; 1 5(a)(iii) any five from: M1 flooding / waterlogging; M2 washes soil away / soil erosion; M3 washes plants away; M4 loss of nutrients from soil; M5 land cannot be planted or harvested; M6 increased risk of disease / pest; M7 low oxygen in soil; M8 plants adapted to low rainfall; 5 5(b)(i) 7; 1 5(b)(ii) no and 11 years with: and 10 years without; 1 5(b)(iii) any two from: M1 global warming / increased temperatures; M2 (leading to) climate change; M3 more extreme weather conditions / disruption to water cycle; 2 5(b)(iv) idea of more dry vegetation (to burn); 1 5(b)(v) 97(.14) 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 15 Question Answer Marks 5(b)(vi) any two from: M1 monitoring; M2 emergency water supplies; M3 water conservation / storage of water; M4 example of M3 e.g. trickle drip irrigation; M5 increase water supply; M6 example of M5 e.g. dams and reservoirs, wells, use of aquifers, water transfer, desalination, rainwater harvesting; M7 genetic modification / selective breeding / grow drought resistant crops; M8 international aid; 2 5(c) 4 correct = 2; 2–3 correct = 1; B, D, E, C 2 5(d)(i) aquifer / well / river / lake / rainwater; 1 5(d)(ii) any three from: M1 lack rainfall to fill the reservoir; M2 public opposition; M3 unsuitable terrain; M4 unsuitable bedrock; M5 risk of flooding; M6 relocation of people needed; M7 biodiversity reason; M8 loss of agricultural land; M9 cost; M10 lack of local expertise to build / maintain; M11 impact on the supply further downstream; 3 5(e)(i) M1 water held behind a dam or wall; M2 water flows ( through pipes); M3 rotates turbines; M4 turbine rotates generator; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 15 Question Answer Marks 5(e)(ii) any one from: recreation; habitat; fishing; tourism; flood prevention; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 15 Question Answer Marks 6(a) any two from: M1 no predators; M2 out compete native species; M3 prey on native species; M4 may bring in diseases; 2 6(b) any two from: at a maximum because: M1 the carp have reproduced; M2 takes time before carp offspring are caught / take time to mature; M3 more fishing during that year; M4 more efficient fishing methods during that year; 2 6(c)(i) any two from: M1 may harm non-target species; M2 may have unintended impact; M3 may harm people; M4 economic loss; 2 6(c)(ii) biological (control); 1 6(d) reptiles circled; 1 6(e)(i) any three from: allows safe / increased access to: M1 food / water; M2 a mate; M3 habitat; M4 reduces risk of road injury; M5 safe route for animals / migration; 3 6(e)(ii) any two from: M1 national park / reserve / other protected habitat; M2 zoos; M3 captive breeding; M4 banning hunting; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 15 Question Answer Marks 6(f) 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

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 15 Question Answer Marks 6(f) indicative content for: Climate change is the biggest threat to biodiversity. reasons why climate change is biggest threat: sea level change climate conditions no longer suited to many species extreme weather / temperature / rain / wind flooding / drought / wildfires destruction of habitat migration pattern changes food web disruption increase in invasive species increase in diseases increase in wildfires some species cannot migrate e.g. on an island or mountain plants cannot migrate other threats discussed: increased human population tourism energy requirements land needed for renewables e.g. solar, wind, HEP land needed for houses land needed for agriculture logging / timber extraction food requirements illegal trade hunting