Cambridge IGCSE Environmental Management 0680 — 2025 May/June Paper 1 · Variant 3

[Turn over Cambridge IGCSE™ DC (DE) 355784 © UCLES 2025 This document has 16 pages. ENVIRONMENTAL MANAGEMENT 0680/13 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 [ ]. * 0 9 7 1 2 2 4 8 4 0 * ,










, * 0000800000001 * ¬OŠ. 4mHuOªEŠ]y5€W ¬ ”yU«Ž—fnuEQg“‰ƒ‚ ¥EeU5•e5Eu5E •EU¥U

2 0680/13/M/J/25 © UCLES 2025 Section A 1 The photograph shows workers extracting coal from a mine. (a) Circle the name for this method of extracting coal. opencast strip fracking shaft [1] (b) Describe the formation of coal. … … … … … … [3] (c) State two benefits to local people of a new coal mine opening in an area. 1 … … 2 … … [2] [Total: 6] * 0000800000002 * ,










, ĬÍĊ®Ġ´íÈõÏĪÅĊàû·þ× ĬąĒúØğĚñÍăăêĩÍã±ċĂ ĥĕµÕõõĥÕõµĥąąÕåĕÅÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over 2 A report states that worldwide, 6.3 billion tonnes of plastic is disposed of each year. Only 9% of this plastic waste is recycled. (a) Calculate the mass of plastic that is recycled. … billion tonnes [1] (b) State two limitations of using landfill sites for waste disposal. 1 … … 2 … … [2] (c) Bioremediation and soil improvement are strategies for restoring land used for landfill sites. (i) Explain how bioremediation restores landscapes. … … … … [2] (ii) Describe how organic matter improves soil. … … … … [2] [Total: 7] * 0000800000003 * ,










, ĬÏĊ®Ġ´íÈõÏĪÅĊàù·þ× ĬąđùÐĩĖāìõîğ­å÷±ûĂ ĥĕÅĕµĕąµĥŵąąµÅÕÕÕ 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 0680/13/M/J/25 © UCLES 2025 3 The diagram shows part of the water cycle. process Key B ocean A (a) Name process A and process B. A … B … [2] (b) State three sources of fresh water. 1 … 2 … 3 … [3] (c) Explain why sewage in water is a risk to humans. … … … … [2] [Total: 7] * 0000800000004 * ,










, ĬÍĊ®Ġ´íÈõÏĪÅĊÞû·Ā× ĬąđüÐģĨĈÏûõĨďĉÕáăĂ ĥåĕĕõĕąĕąĥÅąÅµĥÕÅÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over Section B 4 (a) The diagram shows Earth overshoot day from 1971 to 2023. Earth overshoot day is the day when scientists predict that people use up all the resources that the Earth’s ecosystems can produce in that year. 1971 1975 1979 1983 year 1987 1991 1995 1999 2003 2007 2011 2015 2019 2023 Earth overshoot day January February March April May June July August September October November December (i) The predicted Earth overshoot day for 2007 was 15 August. Complete the diagram to show this day. [1] (ii) Describe the trend in predicted Earth overshoot day shown in the diagram. … … … … [2] * 0000800000005 * ,










, ĬÏĊ®Ġ´íÈõÏĪÅĊÞù·Ā× ĬąĒûØĥĬøêýČáËñāáóĂ ĥåĥÕµõĥõĕĕĕąÅÕąĕÕÕ 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 0680/13/M/J/25 © UCLES 2025 (b) Reducing birth rate will delay Earth overshoot day. (i) State three strategies to reduce the birth rate in a country. 1 … … 2 … … 3 … … [3] (ii) Suggest two reasons why strategies to reduce the birth rate in some countries are not successful. 1 … … 2 … … [2] * 0000800000006 * ,










, ĬÑĊ®Ġ´íÈõÏĪÅĊßù¶þ× ĬąđûÛğĄîâĊùÜëĉĤĉăĂ ĥõÅÕµÕĥÕÕõµąąÕåÕąÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over (c) Recycling is one way resources are used efficiently. A student collects information about recycling different materials. recycled material information paper 1 tonne of recycled paper saves 17 trees and 27 000 dm3 of water clothing nearly 100% of clothing is recyclable glass using recycled glass to make a bottle takes 2700 kJ of energy compared to 3900 kJ if making it from raw materials copper using recycled copper saves 90% of energy used to extract copper from rocks (i) Explain the benefits of recycling. You may use information from the table to support your answer. … … … … … … … … … … [5] (ii) Suggest two ways to increase recycling. 1 … … 2 … … [2] [Total: 15] * 0000800000007 * ,










, ĬÓĊ®Ġ´íÈõÏĪÅĊßû¶þ× ĬąĒüÓĩĀþ×ðĈčïñ¸ĉóĂ ĥõµĕõµąµÅąĥąąµÅĕĕÕ 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 0680/13/M/J/25 © UCLES 2025 5 The map shows the predicted change in global agricultural yield between 2018 and 2050. Key increase decrease Equator Tropic of Capricorn Tropic of Cancer (a) Describe the predicted changes shown on the map. … … … … … … [3] * 0000800000008 * ,










, ĬÑĊ®Ġ´íÈõÏĪÅĊÝù¶Ā× ĬąĒùÓģîċäòÿĖÍÍĖęċĂ ĥÅĥĕµµąĕååĕąÅµĥĕąÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over (b) Intensive agricultural practices affect global agricultural yield. (i) Describe the meaning of intensive agricultural practices. … … [1] (ii) Describe how over cultivation causes soil erosion. … … … … … … [3] (c) Describe how these strategies maintain crop yields. trickle drip irrigation … … … … … … contour ploughing … … … … … … [4] [Total: 11] * 0000800000009 * ,










, ĬÓĊ®Ġ´íÈõÏĪÅĊÝû¶Ā× ĬąđúÛĥòûÕĈòÓĉåÂęûĂ ĥÅĕÕõÕĥõµÕÅąÅÕąÕĕÕ 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 0680/13/M/J/25 © UCLES 2025 6 (a) The diagram shows some of the gases in unpolluted, dry air. … 78% oxygen 21% other gases 1% (i) Complete the label for the gas which is 78% of unpolluted, dry air. [1] (ii) Name two gases which are included in the category ‘other gases’. 1 … 2 … [2] (b) Explain the importance of oxygen in the atmosphere to living organisms. … … … … [2] (c) The diagram shows layers of the Earth’s atmosphere. … mesosphere … … 20 km 50 km 85 km 690 km Complete the diagram by labelling the layers of the Earth’s atmosphere. [3] [Total: 8] * 0000800000010 * ,










, ĬÑĊ®Ġ´íÈõÏĪÅĊàù¸þ× ĬąēùÚġöčÞùĈ°±ÏòáóĂ ĥĕąÕµµåĕąĕĕÅÅĕĥĕµÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over 7 (a) The Earth’s structure has three main layers. Use the words from the list to complete the sentences about the Earth’s structure. The words may be used once, more than once, or not at all. core constructive cyclones destructive earthquakes igneous magma sedimentary The three main layers in the Earth are the mantle, the crust and the … . The crust contains rocks. Basalt is … rock. The crust is made up of tectonic plates. When these plates move away from each other the plate movement is called … . The edges of plates are a location for … . [4] * 0000800000011 * ,









, ĬÓĊ®Ġ´íÈõÏĪÅĊàû¸þ× ĬąĔúÒħúĝÛÿùùĥçæáăĂ ĥĕõĕõÕÅõĕĥÅÅÅõąÕåÕ 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 0680/13/M/J/25 © UCLES 2025 (b) Diagram 1 shows an area at risk of flooding. diagram 1 village river hills Diagram 2 shows the same area after flood management techniques are introduced. diagram 2 6 m walls village river hills * 0000800000012 * ,









, ĬÑĊ®Ġ´íÈõÏĪÅĊÞù¸Ā× ĬąĔûÒĝČĬàāòòÇċĈ±ûĂ ĥååĕµÕÅÕõÅµÅąõåÕµÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over (i) Use diagram 2 to identify three flood management techniques that have been used to reduce the risk of flooding. Explain how each technique reduces the risk of flooding. technique 1 … explanation … … technique 2 … explanation … … technique 3 … explanation … … [3] (ii) Flood management techniques are strategies to reduce the impact of flooding. State two other strategies to reduce the impact of flooding. 1 … … 2 … … [2] (iii) State one opportunity flooding can provide to local people. … … [1] [Total: 10] * 0000800000013 * ,









, ĬÓĊ®Ġ´íÈõÏĪÅĊÞû¸Ā× ĬąēüÚīĈĜÙ÷ÿ·ēóÔ±ċĂ ĥåÕÕõµåµĥµĥÅąĕÅĕåÕ 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 0680/13/M/J/25 © UCLES 2025 8 (a) Define these components of an ecosystem: biotic factor … … community … … niche. … … [3] (b) Human activity impacts ecosystems. One impact is the extinction of animal species. The table shows the reasons for animal extinctions. reason for animal extinction percentage of extinctions habitat destruction 36 hunting 23 introduction of non-native species 39 other 2 (i) Use the data in the table to complete the pie chart and the key. 0 Key … … … … [4] * 0000800000014 * ,









, ĬÍĊ®Ġ´íÈõÏĪÅĊÝüµĂ× ĬąĔúÛĥûĤëñČĜ¯êØāăĂ ĥąÕĕµÕĥĕąåĥąÅÕĥÕõÕ 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 0680/13/M/J/25 © UCLES 2025 [Turn over (ii) Suggest reasons why the introduction of non-native animal species causes the extinction of other animal species. … … … … … … [3] * 0000800000015 * ,









, ĬÏĊ®Ġ´íÈõÏĪÅĊÝúµĂ× ĬąēùÓģ÷ĔÎćõÍīÒĄāóĂ ĥąåÕõµąõĕÕµąÅµąĕĥÕ 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 0680/13/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. (c) A student says: To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 16] Many ecosystems are too damaged to be conserved. Government money should be invested in protecting ecosystems that are not damaged. Money should not be used on ecosystems which are damaged. * 0000800000016 * ,









, ĬÍĊ®Ġ´íÈõÏĪÅĊßüµĄ× ĬąēüÓĩąĕéĉîÖÉîâđċĂ ĥµõÕµµąÕõõÅąąµåĕõÕ 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 13 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/13 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 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 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 13 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

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 13 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 i.e. 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

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 13 Question Answer Marks 1(a) shaft (circled); 1 1(b) M1 organic / plant(material); / vegetation; M2 over millions of years / compressed by sediments / anaerobic conditions; M3 heat and pressure; 3 1(c) Two from: M1 jobs in the mine; M2 income from supplying services to the mine; M3 improvements to infrastructure; 2 Question Answer Marks 2(a) 0.57 billion tonnes; 1 2(b) Two from: M1 idea of landfills being full / landfill takes up large areas of space; M2 leaching of toxic materials / water pollution / contaminated water ; M3 visual pollution; M4 smell / air pollution; M5 increase risk of disease; M6 transport to landfill; M7 public opposition; 2 2(c)(i) Two from: M1 use of microbes / bacteria / fungi / microorganisms / decomposers; M2 remove soil pollutants / cap soil pollutants / soil contaminants / toxins; 2 2c(ii) Two from: M1 adds nutrients / named nutrient / mineral ion / named mineral ion / minerals; M2 improves soil structure; M3 improves / increases water holding capacity / soil moisture content / increases infiltration; M4 aeration; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 13 Question Answer Marks 3(a) A: precipitation / rain / snow; B: transpiration; 2 3(b) Any three from: M1 aquifers / groundwater; M2 wells; M3 rivers / streams; M4 reservoirs; M5 lakes; M6 glaciers / ice caps / ice sheets / permafrost / snow; M7 atmosphere / rainwater / rain ; M8 desalination plants; 3 3(c) Two from: M1 contaminated water used to wash / prepare food / drunk / ingested / consumed; M2 leads to diseases; M3 named disease e.g. typhoid / cholera; M4 leads to nutrient enrichment / eutrophication; 2 Question Answer Marks 4(a)(i) bar plotted at 15th Aug; 1 4(a)(ii) M1 date of Earth overshoot day is getting earlier; M2 quoted data to illustrate point above need the year and month; 2 4(b)(i) Three from: M1increase education about contraception / birth control / promote family planning; M2 increase career opportunities for women (so they have a family later) / increase education for women; M3 improve access to contraception / free contraception; M4 improve / provide more healthcare (facilities); M5 impose penalties / taxation on larger families / new law against having larger families ; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 13 Question Answer Marks 4(b)(ii) Three from: M1 traditionally / culturally had large families; M2 religious beliefs; M3 need for workforce (for farming); M4 immigration; 3 4(c)(i) Any five from: M1 sustainability definition quoted; M2 limited stores of raw material / saves raw materials / resources can be used for other purposes ; M3 (less water used so) more available for other purposes e.g. for irrigation; M4 less toxins released / less pollution ; M5 (less energy used / saves energy so) less greenhouse gases produced / less fossil fuels burnt / reduces carbon footprint; M6 landfill is in short supply / reduces amount of waste / less waste ; M7 recycling provides employment ; M8 (saves trees so )reduction in deforestation; M9 less destruction of habitats linked to mining / less mining needed ; M10 cheaper to buy recycled items / cheaper to recycle (than to start from scratch) ; 5 4(c)(ii) Two from: M1 impose quotas on mining new materials; M2 education / awareness, about the benefits / importance of recycling; M3 increase availability of recycling facilities / provide people / households with recycling bins; M4 impose fines / taxes for putting metal in landfill; M5 financial incentives to recycle / making companies develop recyclable products; 2

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 13 Question Answer Marks 5(a) Any three from: M1 Africa is predicted to have a decrease in agricultural yield; M2 North America will have an increase in yield; M3 Australia is predicted an increase in yield; M4 Europe is predicted an increase in yield; M5 Asia is predicted an increase in North / decrease in south; M6 South America is predicted an increase in west / decrease in east; M7 increase in yields generally North and South of the tropics / North of the tropic of Cancer and south of the tropic of Capricorn; M8 countries near the Equator generally predicted to reduce in yield; M9 and M10 accept a named country with correct increase / decrease if continent not named previously; 3 5(b)(i) farming / agricultural activities which have large inputs of machinery / pesticides / fertilisers / or grow at a high density; 1 5(b)(ii) Three from: M1 (excessive cultivation may) destroy soil structure; M2 crops may deplete soil of nutrients: M3 lack of crop cover (may increase soil erosion); M4 loss of windbreaks / trees / hedges may cause wind erosion; M5 pesticides may kill soil organisms; 3 5(c) trickle drip irrigation: M1 (small droplets of water placed) at plant roots; M2 water only placed where used; contour ploughing: M3 reduces speed of water flow down a gradient / hill; M4 allowing time for infiltration; 4

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 13 Question Answer Marks 6(a)(i) nitrogen; 1 6(a)(ii) carbon dioxide; noble gas / named noble gas; ; 2 6(b) two from: M1 required for respiration; M2 to release energy; 2 6(c) thermosphere; (mesosphere) stratosphere; troposphere; 3 Question Answer Marks 7(a) core; igneous; constructive; earthquakes; 4 7(b)(i) Three from: M1 village relocated and to a higher area so less risk of flooding; M2 river is straightened and allowing for faster water flow; M3 river is deeper / wider and to provide greater water volume; M4 use of flood defences and to prevent flooding of whole valley; 3 7(b)(ii) Two from: M1 monitor weather conditions / river; M2 provide people with warnings; M3 emergency drills / evacuation plans; M4 provide emergency shelters / food / water supplies; M5 have emergency services on standby; 2 7(b)(iii) increased fertility / nutrients / minerals (from silt for farming); 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 13 Question Answer Marks 8(a) M1 biotic factor: a living organism / living component / living part / living factor (that has an effect on an ecosystem); M2 community: an (interacting) group of (different) species in a habitat / common location; M3 niche: the role an organism plays within an ecosystem ; 3 8(b)(i) sectors in clockwise rank order; largest first starting at ‘noon / 0’; correct plotting  4; key competed and matches sector shading; 4 8(b)(ii) Three from: M1 Introduced species have no natural predators; M2 impact the food web / chain; M3 outcompete for food; M4 competition for space; M5 damage the habitat; M6 may transmit a new disease to existing animals; M7 could be a predator / kill (native species); 3 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 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. 6

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 13 Question Answer Marks 8(c) 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: ‘Government money should be invested in protecting ecosystems that are not yet been damaged. Money should not be used on ecosystems which are damaged.’ Agree: ecosystems are all being impacted more resources needed to protect ecosystems if resources are limited, the focus should be on those with less damage. some ecosystems cannot be restored some animals are functionally extinct in the wild Disagree ecosystems are linked damage to one ecosystem will impact others the long term impact of damage is not known ecosystems are not necessarily in small localities, may reach worldwide (e.g. oceans) all ecosystems should be invested in who decides which ones are worth saving?