Cambridge IGCSE Environmental Management 0680 — 2025 Oct/Nov Paper 1 · Variant 2

0000800000001 * DFD Cambridge Assessment ~T International Education il Cambridge IGCSE™ CANDIDATE NAME Ee CENTRE CANDIDATE NUMBER NUMBER ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory October/November 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 e The total mark for this paper is 80. e@ The number of marks for each question or part question is shown in brackets [ ]. This document has 20 pages. Any blank pages are indicated. DC (WWISW) 346862/2 @UCLES 2025 [Turn over L _

2 0680/12/O/N/25 © UCLES 2025 Section A 1 (a) The diagram shows the structure of the atmosphere. 10 0 –100 –50 X Y Z troposphere 50 100 0 temperature / °C distance above the Earth’s surface / km 30 50 70 90 100 20 40 60 80 110 120 130 140 Name the layers of the atmosphere labelled X, Y and Z. X … Y … Z … [3] (b) Ozone is a gas found in the atmosphere. Describe how ozone depletion affects people and vegetation. people … … vegetation … … [2] [Total: 5] * 0000800000002 * ,










, ĬÕĊ®Ġ´íÈõÏĪÅĊÞû·þ× Ĭă¼ôÏĪùøÞîõĆĖνęóĂ ĥĕµĕµõĥĕĕÕÕÅÅõĥõÕÕ 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 DFD

3 0680/12/O/N/25 © UCLES 2025 [Turn over 2 (a) The oceans provide fish and other resources. State three other resources that oceans can provide. 1 … 2 … 3 … [3] (b) Explain why large numbers of fish are found on continental shelves. … … … … … … [3] [Total: 6] * 0000800000003 * ,










, Ĭ×Ċ®Ġ´íÈõÏĪÅĊÞù·þ× Ĭă»ó×ĠõĈÛČČÃÂæęęăĂ ĥĕÅÕõĕąõąåąÅÅĕąµÅÕ 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 DFD

(ii) | ©UCLES 2025 SESE SCORE organic content Determine the percentages of each of the components of the soil. mineral particles seseeeeee ZO air seseeeeee ZO water sesseeeeee ZO organic content sesseeeeee ZO State three components of the organic content in soil. 0680/12/O/N/25 (2] 13] 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/O/N/25 © UCLES 2025 [Turn over (b) (i) The diagram shows the sizes of three mineral particles, clay, sand and silt in soil. Draw one straight line from each soil name to the correct size of mineral particle. soil name clay size of mineral particle <0.002 mm 0.002 – 0.049 mm 0.05 – 2.00 mm sand silt [1] (ii) State the source of the mineral particles in soil. … [1] (iii) Size of mineral particles is one difference between a sandy soil and a clay soil. Describe two other ways a sandy soil is different from a clay soil. 1 … … 2 … … [2] [Total: 9] * 0000800000005 * ,










, Ĭ×Ċ®Ġ´íÈõÏĪÅĊàù·Ā× Ĭă¼ñÏĤċñÙôîý¸òğĉċĂ ĥåĥĕõõĥµõõåÅąõÅõÅÕ 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 DFD

6 0680/12/O/N/25 © UCLES 2025 Section B 4 (a) The map shows the location of national parks in Nepal. The table shows information about the national parks in 2022. national park area / km2 tiger population A 305 36 B 225 0 C 106 0 D 3555 0 E 968 125 F 550 25 G 953 128 H 627 41 I 159 0 J 1710 0 K 1148 0 L 1500 0 * 0000800000006 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊÝù¶þ× Ĭă»ñÔĪģûÑ÷ÿøØĊþáûĂ ĥõÅĕõÕĥĕµĕąÅÅõĥµĕÕ 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 DFD Content removed due to copyright restrictions.

7 0680/12/O/N/25 © UCLES 2025 [Turn over (i) Use the information to complete the sentences. • There are … national parks in Nepal. • The largest national park is … . • There are no tigers in … of the national parks. • It is predicted that tigers in national park A go over the international boundary into … to hunt. [4] (ii) Calculate the mean area per tiger for the national parks where tigers are found. State the unit. mean area per tiger = …unit … [2] (iii) The bar chart shows the tiger population in Nepal’s national parks in 2022. Use the table in 4(a) to complete the bar chart. • Label the axes. • Label the bars on the horizontal axis. • Insert a suitable scale on the vertical axis. [2] * 0000800000007 * ,










, ĬÛĊ®Ġ´íÈõÏĪÅĊÝû¶þ× Ĭă¼òÜĠğċèāò±ĄòÚáċĂ ĥõµÕµµąõåĥÕÅÅĕąõąÕ 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 DFD

8 0680/12/O/N/25 © UCLES 2025 (b) The fact sheet shows information about tigers in Nepal. Tigers saved from extinction in Nepal Tigers are large predators, about 1 m in height. In 2010 there were 121 tigers in Nepal. In 2022 there were 355. People collect fruit, mushrooms and wood in the national parks. They also take livestock into the national parks to graze. People are not allowed to build homes in the national parks. Tigers are sometimes seen in farmland and villages near the national parks. The government spends money protecting the tigers. (i) Calculate the percentage increase in the number of tigers in Nepal between 2010 and 2022. …% [2] (ii) Suggest three reasons why some people in Nepal have stopped supporting the conservation of tigers. 1 … … 2 … … 3 … … [3] * 0000800000008 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊßù¶Ā× Ĭă¼óÜĦčþÓÿùºâÎü±óĂ ĥÅĥÕõµąÕÅÅåÅąĕåõĕÕ 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 DFD

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 (iii) A report stated that the carrying capacity for tigers in Nepal is 400. State the meaning of carrying capacity. sessssesessecesssesssuecceescessessssssscsesssssessuessessussssessssessessusssivesesssessssessnussessssesssecssuesesssecssueeeereee (1] (c) The diagram shows a wildlife corridor. national national park park wildlife corridor Explain how wildlife corridors benefit endangered species such as tigers. essssssseseesssnseeesssusesssssuesessssnusssssnsussssssuusessusueeesssuuseseessuesseesseesseeessessesesseseseesseesesessneeeeessneeeenssnese [3] [Total: 17] | © UCLES 2025 0680/12/O/N/25 [Turn over |

10 0680/12/O/N/25 © UCLES 2025 5 (a) The diagram shows global sources of fresh water. ground water 30.1% glaciers and ice sheets 68.7% surface water and other sources (i) Calculate the percentage of fresh water that is surface water and other sources. …% [1] (ii) Name one of the ‘other sources’ of fresh water. … [1] (iii) Explain why water from rivers and lakes may not be safe to drink. … … … … … … [3] (iv) State two ways water is made safe to drink. 1 … 2 … [2] * 0000800000010 * ,










, ĬÙĊ®Ġ´íÈõÏĪÅĊÞù¸þ× Ĭă¹óÑĨĕĜÍĈòĔ¾ÐĐĉċĂ ĥĕąĕõµåÕĥõåąąµåõåÕ 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 DFD

11 0680/12/O/N/25 © UCLES 2025 [Turn over (b) The diagrams show information about the volume of water used by two families in an urban and a rural area in a less economically developed country (LEDC). 0 10 20 30 40 50 0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 volume of water / dm3 volume of water / dm3 water use by a family in a rural area water use by a family in an urban area washing flushing the toilet cooking and drinking washing dishes and cleaning washing clothes other uses Key State two differences in water use between the family in the urban area and the family in the rural area. 1 … … 2 … … [2] * 0000800000011 * ,









, ĬÛĊ®Ġ´íÈõÏĪÅĊÞû¸þ× ĬăºôÙĢęĬìòÿÕĚèÌĉûĂ ĥĕõÕµÕŵõąõąąÕŵµÕ 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 DFD

12 0680/12/O/N/25 © UCLES 2025 (c) The table shows the percentage of families using different sources of water in five villages P–T in the rural area. village source of water P Q R S T water pipe 50 lake 5 25 5 20 stored rainwater 100 80 10 80 river 40 40 well 50 20 100 25 (i) State the village where families use the greatest number of sources of water. … [1] (ii) State the village where all the families use water from wells. … [1] (iii) Suggest three reasons why families in village P use different water sources than families in village Q. 1 … … 2 … … 3 … … [3] (iv) Suggest one reason why access to safe drinking water is important. … … [1] * 0000800000012 * ,









, ĬÙĊ®Ġ´íÈõÏĪÅĊàù¸Ā× ĬăºñÙĬīĝÏðĈμČĪęăĂ ĥååÕõÕÅĕĕåąąÅÕĥµåÕ 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 DFD

13 0680/12/O/N/25 © UCLES 2025 [Turn over (v) Suggest three reasons why there is greater access to safe drinking water in urban areas than in rural areas in LEDCs. 1 … … 2 … … 3 … … [3] (d) In some rural areas dams are built across rivers to increase the supply of fresh water. State three environmental impacts of dams. 1 … … 2 … … 3 … … [3] [Total: 21] * 0000800000013 * ,









, ĬÛĊ®Ġ´íÈõÏĪÅĊàû¸Ā× Ĭă¹òÑĞħčêĊùěĠô®ęóĂ ĥåÕĕµµåõąÕÕąÅµąõµÕ 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 DFD

rl DFD 14 6 The diagram shows the structure of the Earth. (a) Complete the diagram using words from the box. continental crust core mantle oceanic crust | ©UCLES 2025 0680/12/O/N/25 (2) 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/O/N/25 © UCLES 2025 [Turn over BLANK PAGE * 0000800000015 * ,









, Ĭ×Ċ®Ġ´íÈõÏĪÅĊßúµĂ× Ĭă¹óÜĦĘĕÝúăñĘÑĞéċĂ ĥąåĕµµąµõµąÅąĕÅõõÕ 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 DFD

DFD SONA (b) The map shows the location of some volcanoes. N Key @ volcano é Describe the distribution of the volcanoes shown on the map. | © UCLES 2025 ee 0680/12/0/N/25 | = 4 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/O/N/25 © UCLES 2025 [Turn over (c) Suggest why earthquakes and volcanoes are often located in the same parts of the world. … … … … … … [3] (d) Describe strategies to manage the impact of an earthquake before the event. … … … … … … … … … … [5] * 0000800000017 * ,









, Ĭ×Ċ®Ġ´íÈõÏĪÅĊÝúµĄ× ĬăºñÔĪĪĤßĂõ¯ĢąĜ¹ăĂ ĥµąÕµÕĥõąĥåÅÅõąµõÕ 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 DFD

18 0680/12/O/N/25 © UCLES 2025 (e) The diagram shows the Richter scale. 0 10 9 8 7 6 5 4 3 2 1 earthquake magnitude only detected by instruments faint tremor, little damage structural damage distinct tremor, collapse of poorly constructed buildings destruction of large buildings ground visibly shaking Complete the sentences using the information on the diagram. The Richter scale measures the magnitude of an earthquake on a … scale. People feel faint tremors at magnitude … . At magnitude … large buildings are destroyed. [3] * 0000800000018 * ,









 , ĬÕĊ®Ġ´íÈõÏĪÅĊàü·Ă× Ĭă¼òÑĞĞĆØïăÔÚïìāċĂ ĥĥĕÕõµåĕµåõąÅµĥõÕÕ 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 DFD

19 0680/12/O/N/25 © UCLES 2025 (f) A student says: The benefits of volcanoes are greater than the negative impacts. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 22] * 0000800000019 * ,









 , Ĭ×Ċ®Ġ´íÈõÏĪÅĊàú·Ă× Ĭă»ñÙĬĢöáĉîĕþćðāûĂ ĥĥĥĕµÕÅõåÕåąÅÕąµÅÕ 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 DFD

20 0680/12/O/N/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´íÈõÏĪÅĊÞü·Ą× Ĭă»ôÙĢĔóÖćõĎàëÎđăĂ ĥÕµĕõÕÅÕÅõÕąąÕåµÕÕ 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 DFD

This document consists of 18 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/12 Paper 1 Theory October/November 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 October/November 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 2 of 18 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 18 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 18 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 18 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 18 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

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 18 Question Answer Marks 1(a) X: thermosphere; Y: mesosphere; Z: stratosphere; 3 1(b) people cataracts / cancer; vegetation damaged (by decrease in rate of photosynthesis) / decrease in crop production; 2 Question Answer Marks 2(a) any three from: M1 named food other than fish; M2 chemicals; M3 building materials; M4 wave / tidal, energy; M5 tourism; M6 transport; M7 potential for safe drinking water; 3 2(b) any three from: M1 water is (relatively) shallow; M2 more, light; M3 more nutrients / minerals; M4 greater photosynthesis; M5 greater numbers of plankton / food resources; M6 more oxygen; M7 warmer water; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 18 Question Answer Marks 3(a)(i) mineral particles 45% air 25% water 25% organic content 5% 2 correct = 1 mark 4 correct = 2 marks 2 3(a)(ii) any three from: M1 living plants; M2 living animals / earthworms / insects; M3 microorganisms / microbes / fungi / bacteria; M4 dead / decaying / decomposing organisms; M5 specific examples e.g humus / manure/ compost; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 18 Question Answer Marks 3(b)(i) ; 1 3(b)(ii) rock; 1 3(b)(iii) any two from sandy soils: M1 hold more air; M2 larger pore spaces; M3 do not hold water / hold less water; M4 drain quickly; M5 fewer nutrients / less fertile; M6 easier to cultivate; 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 18 Question Answer Marks 4(a)(i) 12; D; 7; India; 4 4(a)(ii) M1 area of national parks 3403 (km 2) AND Number of tigers: 355; M2 9.6 km2; 2 4(a)(iii) Y axis number of tigers AND 0 to 140 against the tick marks on the darker horizontal grid lines; X axis national park AND letters A E F G H (centred) below the bars; 2 4(b)(i) (355 – 121=) 234; (234 ÷121  100=) 193(.4); 2

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 18 Question Answer Marks 4(b)(ii) any three from: M1 the number of tigers has increased / people think, there are too many tigers / conservation has been too successful; M2 people are being, attacked / frightened in the national parks; M3 livestock, are attacked / eaten/ crops destroyed; M4 money spent protecting tigers could be used for other things (e.g. water supply / infrastructure); M5 national park land could be used for other purposes; 3 4(b)(iii) the maximum population of a species that a habitat / ecosystem / area can support / the maximum population size that can be supported in a habitat / ecosystem / area; 1 4(c) any three from: M1 wildlife corridors join, national parks / reserves/ joins two habitats/ allows movement between areas; M2 provide, larger habitats; M3 more food / prey / water; M4 more shelter; M5 increase chances of, finding a mate / breeding; M6 reduces inbreeding / maintains gene pool / conserves biodiversity; 3 Question Answer Marks 5(a)(i) 1.2(%); 1 5(a)(ii) atmosphere; 1 5(a)(iii) any three from: M1 contaminated by waste from mining / chemicals / industrial processes / oil, from vehicles; M2 contaminated by, agricultural practices / overuse fertilisers / pesticides / sediment; M3 contains, garbage / domestic waste; M4 contains (untreated) sewage; M5 risk of bacteria/ diseases / typhoid / cholera; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 18 Question Answer Marks 5(a)(iv) any two from: M1 chlorination; M2 boiling; M3 desalination; 2 5(b) any two from: M1 urban family uses more water: M2 135 dm3 more water / c. four times more; increase in use for: M3 washing; M4 flushing toilets; M5 cooking and drinking M6 washing dishes and cleaning; M7 washing clothes; 2 5(c)(i) R; 1 5(c)(ii) S; 1 5(c)(iii) any three from: In P: M1 richer village / money to spend on water supply/ developed water infrastructure; M2 less rainfall; M3 no river / lake; M4 river / lake, water is contaminated; 3 5(c)(iv) any one from: M1 basic human need preventing, illness / disease; M2 keeps people, healthy / hydrated / able to work; 1

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 18 Question Answer Marks 5(c)(v) any three from: M1 more wealth in urban areas / more developed area/ more money / taxes available; M2 (more people make it) easier to put pressure on politicians to improve infrastructure; M3 people live closer together so, easier / cheaper to build water pipes to houses / availability of, public taps / standpipes; M4 more water treatment plants to meet demand / cost effective; M5 more sewage treatment / sanitation / separation of clean drinking water and sewage disposal; 3 5(d) any three from: M1 (fertile) land flooded; M2 loss of habitats / deforestation/ habitat change; M3 impact on, food web / food chains; M4 fish, trapped / unable to migrate; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 14 of 18 Question Answer Marks 6(a) 2-3 correct = 1 mark 4 correct = 2 marks 2 6(b) any three from: M1 around perimeter (most of) the Pacific Ocean; M2 along the west coast of North / South America; M3 (islands), along the south eastern (coast of) Asia / between Asia and Oceania/ islands of Oceania; M4 North east / east of Asia; M5 located within the Pacific Ocean / Hawaii; M6 coastal areas; 3 6(c) any three from: M1 found at plate boundaries; M2 where plates move (suddenly); M3 at subduction zone / destruction zone ; M4 (subduction zone causes) melting of rock and volcanoes form: M5 movement of magma can cause earthquakes; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 15 of 18 Question Answer Marks 6(d) any five from: monitoring / warning: M1 studying past earthquakes e.g. epicentres; land use zoning / hazard maps: M2 industrial areas (which may catch fire) not built near houses; M3 parks / open spaces for evacuation areas; M4 early warning systems; structure of buildings: M5 strict building regulations enforced / new buildings designed to be earthquake resistant; M6 old buildings retrofitted; M7 automatic cutting off of utilities, gas / water / electricity; disaster preparation; M8 plans/ shelters; M9 drills / educating, people; M10 emergency supplies; M11 emergency rescue teams; 5 6(e) log / logarithmic / ten point; 4; 8; 3

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 16 of 18 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 17 of 18 Question Answer Marks 6(f) indicative content for: The benefits of volcanoes are greater than the negative impacts. agree: lava cools to form useful rocks and soil; soils are fertile (Japan, Indonesia, Philippines, Hawaii) soils contain nutrient minerals magnesium and potassium soils weather to provide high crop yields for farmers volcanic soils retain moisture so good for farming volcanic scenery attracts tourists, sites for national parks. hot springs spas tourism provides jobs, shops, restaurants, hotels, tourist centres, tourism brings in money for the local and national economy volcanoes can provide geothermal energy resources geothermal energy is renewable lava / magma, can contain valuable minerals and precious gems jobs (for local people) in mining minerals e.g. gold, diamonds, copper, sulfur, zinc, silver, nickel, lead, uranium precious stones e.g. opals, obsidian, agate, onyx) building materials e.g. basalt, pumice, tuff (hardened volcanic ash) eruptions can increase land, form new land masses (Hawaiian Islands, Iceland) new land provides environment for the formation of new habitats for animals, plants etc. eruptions of ash can cool the atmosphere, global dimming if there is monitoring and warning people can evacuate lava moves slowly people can run away

0680/12 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 18 of 18 Question Answer Marks 6(f) disagree: volcanoes are dangerous takes time for lava to form soil people are killed during eruptions property can be destroyed by lava and fires eruptions cause damage to the surrounding area destroy local businesses and economy eruption clouds are dangerous for aircraft, ash can shut down the engines ash clouds can cause air pollution lahars, volcanic mudflows can travel hundreds of miles poisonous gases, carbon dioxide, carbon monoxide, and sulfur dioxide can travel down a volcano suffocating people and wildlife volcanic eruptions can threaten health, respiratory illness, burns, injuries can cause other hazards, floods, mudslides, power outages, drinking water contamination, wildfires a volcanic eruption may cause earthquakes and tsunamis