Cambridge IGCSE Environmental Management 0680 — 2025 Oct/Nov Paper 1 · Variant 3

[Turn over Cambridge IGCSE™ DC (WW/FC) 346865/1 © UCLES 2025 This document has 20 pages. Any blank pages are indicated. * 3 7 6 0 6 1 0 0 9 1 * ENVIRONMENTAL MANAGEMENT 0680/13 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 ● The total mark for this paper is 80. ● The number of marks for each question or part question is shown in brackets [ ]. ,










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2 0680/13/O/N/25 © UCLES 2025 Section A 1 The diagram shows part of the rock cycle. sedimentary rock magma igneous rock metamorphic rock X (a) Name process X. … [1] (b) Complete the table using one example of each rock type from this list. basalt granite limestone marble shale slate rock type example of rock igneous … sedimentary … [2] (c) Describe the formation of a metamorphic rock. … … … … [2] [Total: 5] * 0000800000002 * ,










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3 0680/13/O/N/25 © UCLES 2025 [Turn over 2 The photograph shows bunds in a field damaged by heavy rainfall. bunds (a) Describe one way the field in the photograph has been damaged by heavy rainfall. … … [1] (b) The bunds help to make agriculture sustainable in this field. Describe three other strategies for sustainable agriculture. 1 … … 2 … … 3 … … [3] [Total: 4] * 0000800000003 * ,










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4 0680/13/O/N/25 © UCLES 2025 3 The pyramid of energy diagram shows the transfer of energy in an ocean. seaweed parrot fish shark orca (a) (i) Name the process in seaweed that captures light energy. … [1] (ii) Name the tertiary consumer in this diagram. … [1] (iii) State the term used to describe each level in this diagram. … [1] (b) Explain why only a small number of animals are at the top of this pyramid of energy. … … … … [2] (c) Describe how an oil spill can impact this pyramid of energy. … … … … … … [3] [Total: 8] * 0000800000004 * ,










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5 0680/13/O/N/25 © UCLES 2025 [Turn over 4 The diagram shows the movement of gases between plants and animals. … gas … gas (a) Complete the diagram with the name of each gas. [2] (b) Living organisms respire. Name the substance that breaks down during respiration in living organisms. … [1] [Total: 3] * 0000800000005 * ,










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6 0680/13/O/N/25 © UCLES 2025 Section B 5 (a) The bar chart shows the number of wildfires over a thirty‑year period in one country. 0 100 200 300 400 500 number of wildfires per year 600 700 800 900 1000 2 4 6 8 10 12 14 16 year 18 20 22 24 26 28 30 (i) Describe the overall trend in the data. … … [1] (ii) Calculate the range in the number of wildfires shown in the bar chart. … [1] (iii) The calculated range in the number of wildfires over 30 years in a different country is 600. The mean for the number of wildfires over thirty years in this country is 450. Suggest why the calculated range is greater than the mean. … … [1] * 0000800000006 * ,










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7 0680/13/O/N/25 © UCLES 2025 [Turn over (b) Explain how greenhouse gases cause an increase in mean global temperature. … … … … … … … … … … [5] (c) Climate change and wildfires will increase the number of people forced to migrate in the future. Suggest three reasons why people are forced to migrate due to climate change, other than wildfires. 1 … … 2 … … 3 … … [3] (d) Many countries plant trees to reduce the impacts of climate change. State three other strategies to reduce the impacts of climate change. 1 … … 2 … … 3 … … [3] [Total: 14] * 0000800000007 * ,










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8 0680/13/O/N/25 © UCLES 2025 6 The diagram shows some processes in the water cycle. A B C land sea (a) Name processes A, B and C. A … B … C … [3] * 0000800000008 * ,










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9 0680/13/O/N/25 © UCLES 2025 [Turn over (b) The photograph shows a person collecting water from a well in a rural area. (i) Suggest two ways this water supply could be contaminated. 1 … 2 … [2] (ii) State two reasons why people living in urban areas are more likely to have access to safe drinking water than people living in rural areas. 1 … … 2 … … [2] * 0000800000009 * ,










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10 0680/13/ O/N/25 © UCLES 2025 (c) The poster is a warning to people living in a tropical climate. BURY UNWANTED EMPTY CONTAINERS X instruction (i) State the name of organism X. … [1] (ii) Explain why organism X is a danger to the person shown in the poster. … … … … [2] (iii) Suggest how the instruction shown in the poster helps people to control the spread of malaria. … … [1] * 0000800000010 * ,










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11 0680/13/O/N/25 © UCLES 2025 [Turn over (iv) State three other ways the person in the poster could help to control the spread of malaria. 1 … … 2 … … 3 … … [3] * 0000800000011 * ,









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12 0680/13/O/N/25 © UCLES 2025 (d) The map shows the distribution of malaria. Key malaria not present malaria present Equator Tropic of Capricorn Tropic of Cancer (i) Describe the distribution of malaria shown on the map. … … … … … … [3] (ii) Suggest how the distribution of malaria is likely to change over the next 50 years. … … [1] [Total: 18] * 0000800000012 * ,









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14 0680/13/O/N/25 © UCLES 2025 7 (a) The photograph shows a city covered in smog. (i) Name one substance that forms smog. … [1] (ii) Explain why smog from this city forms a layer close to roads and buildings. … … … … … … [3] * 0000800000014 * ,









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15 0680/13/O/N/25 © UCLES 2025 [Turn over (b) The air pollution in a town surrounded by farmland was recorded for one year. The table shows the results. source of air pollution percentage burning domestic waste 24 burning crop residue 30 industry 14 transport 32 (i) Complete the pie chart using information from the table. Complete the key. Key … … … … 0 [4] (ii) The authorities want to control air pollution in this area by reducing burning domestic waste. Suggest one way burning domestic waste can be reduced. … … [1] [Total: 9] * 0000800000015 * ,









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16 0680/13/O/N/25 © UCLES 2025 8 The bar chart shows the mass of coal extracted from 6 countries in 2001 and 2020. Indonesia Australia Russia United States China India 0 500 1000 1500 2000 mass of coal extracted / million tonnes country 2500 3000 3500 4000 Key 2001 2020 (a) (i) Complete the sentences using information in the bar chart. The country with the largest mass of coal extracted in 2020 is … . The only country to decrease the mass of coal extracted between 2001 and 2020 is … . [2] (ii) The global mass of coal extracted in 2020 was 7800 million tonnes. Determine the ratio of the global mass of coal extracted to the mass of coal extracted in India in 2020. Give your answer as the simplest whole number ratio. global : India = … : … . [1] * 0000800000016 * ,









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17 0680/13/O/N/25 © UCLES 2025 [Turn over (iii) Suggest two reasons why most countries increased the mass of coal extracted between 2001 and 2020. 1 … … 2 … … [2] (b) Describe the formation of coal. … … … … … … [3] * 0000800000017 * ,









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18 0680/13/O/N/25 © UCLES 2025 (c) A student investigates acid rain. The diagram shows two different apparatus for collecting rainwater. apparatus 1 apparatus 2 10 9 8 7 6 5 4 3 2 1 0 10 5 0 Suggest two reasons why apparatus 2 is better than apparatus 1 for measuring rainfall. 1 … … 2 … … [2] * 0000800000018 * ,









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19 0680/13/O/N/25 © UCLES 2025 [Turn over (d) The student uses apparatus 2 to measure rainfall. The diagram shows two locations, X and Y, to measure rainfall. X Y (i) Suggest two reasons why the student puts the apparatus at position Y and not at position X. 1 … … 2 … … [2] (ii) The student measures the pH of the collected rainfall at location Y for seven days. The table shows the results. day pH of collected rainwater 1 4.8 2 8.7 3 5.8 4 4.4 5 6.5 6 5.6 7 4.8 Identify the anomalous result. … [1] * 0000800000019 * ,









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20 0680/13/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. (e) A student says: Acid rain will not be a problem if all countries stop burning coal. To what extent do you agree with this statement? Give reasons for your answer. … … … … … … … … … … … … … … … [6] [Total: 19] * 0000800000020 * ,










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This document consists of 13 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ ENVIRONMENTAL MANAGEMENT 0680/13 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.

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 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 October/November 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 October/November 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 October/November 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 October/November 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 October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 13 Question Answer Marks 1(a) cooling / crystallisation; 1 1(b) igneous: granite / basalt; sedimentary: limestone / shale; 2 1(c) igneous or sedimentary rocks underground; (increasing) pressure and heat; 2 Question Answer Marks 2(a) Any one from: loss of topsoil; loss of vegetation; 1 2(b) Any three from: M1 crop rotation; M2 organic fertiliser; M3 resistant crops; M4 trickle drip irrigation; M5 rainwater harvesting; M6 retain soil moisture; M7 managed grazing; 3 Question Answer Marks 3(a)(i) photosynthesis; 1 3(a)(ii) orca; 1 3(a)(iii) trophic level; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 13 Question Answer Marks 3(b) Any two from: M1 lost as heat; M2 idea of only 10% of energy passed between levels / 90% is lost; lost through: M3 respiration; M4 digestion; M5 (excreted) waste (products); M6 movement; M7 death / decomposition; M8 maintaining body temperature / thermoregulation; M9 feeding / consumers do not consume the whole organism; 2 3(c) Any three from: M1 oil covers seaweed; M2 seaweed (dies because it) cannot photosynthesis; M3 loss of food / food chain collapses; M4 animals ingest oil; M5 bioaccumulates; M6 oil builds up in tissue of organisms; M7 oil is toxic; M8 oil clogs gills of fish / oil covers fish; fish suffocate (and die); 3 Question Answer Marks 4(a) oxygen; carbon dioxide; 2 4(b) glucose; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 13 Question Answer Marks 5(a)(i) Increase; 1 5(a)(ii) 760; 1 5(a)(iii) One year has a high / low number of wildfires / idea of an outlier; 1 5(b) M1 the energy is prevented from leaving / trapped in the atmosphere; Any four from: M2 Solar radiation(UV) enters atmosphere; M3 absorbed at the surface; M4 most re emitted from the earths surface; M5 radiated back to atmosphere; M6 energy is absorbed by the greenhouse gasses; M7 named gas e.g. methane / water vapour / carbon dioxide; M8 so less radiates to space; 5 5(c) Any three from: M1 drought / desertification; M2 crops stop growing; M3 so loss of income; M4 death of stock animals; M5 famine; M6 flooding; M7 too hot / extreme weather; M8 rise in sea levels; 3 5(d) Any three from: M1 reduce use of fossil fuels; M2 increase energy efficiency; M3 carbon capture and storage; M4 reduce carbon footprint; M5 transport policies; M6 international agreement; M7 taxation; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 13 Question Answer Marks 6(a) A: evaporation; B: condensation; C: infiltration; 3 6(b)(i) Any two from: M1 bacteria / cholera / typhoid; M2 soil; M3 feet; M4 faeces / animal waste; M5 agricultural chemicals e.g. fertiliser / insecticide; 2 6(b)(ii) Any two from: M1 treated with chlorine; M2 delivered in closed pipes / better infrastructure; M3 more wealth in urban areas / more developed area / more money / taxes available; M4 (more people make it) easier to put pressure on politicians to improve infrastructure; M5 more sewage treatment / sanitation / separation of clean drinking water and sewage disposal; 2 6(c)(i) mosquito; 1 6(c)(ii) M1 biting human (and feeding on blood); M2 transferring malarial (parasite) / plasmodium; 2 6(c)(iii) Any one from: reduce the breeding ground (of the vector / X / mosquito); removes stagnant / still water; 1 6(c)(iv) Any three from: M1 nets; M2 antimalarial drugs; M3 repellents; M4 spray houses; M5 long sleeves / trousers / cover body (after dark); M6 vaccination; 3

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 13 Question Answer Marks 6(d)(i) Any three from: M1 north and south of the equator; M2 mostly between the tropics; M3 larger area in Africa than South America; M4 / 5 named region e.g. malaria in India / Madagascar; 3 6(d)(ii) cases increase in northern hemisphere / north and south / beyond the tropics; 1 Question Answer Marks 7(a)(i) Any one from: volatile organic compounds / vehicle emissions; 1 7(a)(ii) Any three from: M1 temperature inversion; M2 temperature increase with height; M3 warm air traps the cold air at the surface; M4 smog is not blown away / still air; M5 due to high pressure; M6 warm air less dense; 3 7(b)(i) M1 sectors in clockwise rank order; M2 largest first starting at ‘noon’; M3 correct plotting; M4 key completed and matches sector shading; 4 7(b)(ii) recycle more waste / landfill / laws to prohibit burning; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 13 Question Answer Marks 8(a)(i) China; USA; 2 8(a)(ii) 39 : 4; 1 8(a)(iii) Any two from: M1 More reserves found; M2 increased population; M3 increased demand; M4 improved method of extraction; M5 other energy resources now more expensive; 2 8(b) Any three from: M1 plants die; M2 covered in sediment; M3 heat and pressure; M4 over millions of years; 3 8(c) Any two from: apparatus 1: scale too large / volume will not be accurate; opening for the rain is too small / idea of will not catch all of rain falling above it; more likely to fall over; 2 8(d)(i) Any two from: volume of rainfall will not be accurate for location (at X); leaves intercept rainfall (at X); debris from tree / insects enter apparatus (at X); 2 8(d)(ii) Day 2 / pH 8.7; 1

0680/13 Cambridge IGCSE – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 13 Question Answer Marks 8(e) 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] Acid rain will no longer be a problem if all countries stop burning coal. other fuel sources still contain sulfur so produce sulfur dioxide; volcanoes emit sulfur dioxide; vehicles release NOX at high temperatures; examples of reasons why these sources will increase; industry still releases acid compounds; increase demand as population increases; effects of acid rain still need to be dealt with; e.g. acid in lakes; defoliation of trees; impact on nutrient uptake by plants; due to soil acidification; 6