Cambridge IGCSE Marine Science (Maldives only) 0697 — 2025 May/June Paper 1 · Variant 1

[Turn over Cambridge IGCSE™ DC (SL) 354320 © UCLES 2025 This document has 20 pages. Any blank pages are indicated. MARINE SCIENCE 0697/11 Paper 1 Theory and Data Handling 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 [ ]. * 6 9 5 2 7 4 9 8 2 9 * ,










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2 0697/11/M/J/25 © UCLES 2025 1 (a) Fig. 1.1 shows three different fishing methods. J K L Fig. 1.1 (i) Name the three fishing methods shown in Fig. 1.1. J … K … L … [3] (ii) Suggest two reasons why fishing method J has a lower juvenile bycatch death rate than fishing methods K and L. … … … … [2] (iii) State one fishery strategy that can increase the sustainability of fishing method J. … … [1] * 0000800000002 * ,










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3 0697/11/M/J/25 © UCLES 2025 [Turn over (b) Fig. 1.2 shows a fishing boat using sonar to detect the depth of a fish shoal. fish shoal not to scale sonar pulse emitted sonar pulse received sonar pulse reflected sonar pulse Fig. 1.2 The speed of sound in water is 1480 metres per second. The time between the pulse being emitted and being received by the fishing boat is 0.04 seconds. Calculate the depth of the fish shoal using the formula shown. speed = distance travelled by sonar pulse time Show your working. depth of fish shoal = … m [3] [Total: 9] * 0000800000003 * ,










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4 0697/11/M/J/25 © UCLES 2025 2 (a) Some statements about different ocean zones are listed. Draw a single ruled line to match each ocean zone to the statement which correctly describes the ocean zone. You should draw three lines in total. the region below the spring low tide the seabed the region above a depth of 200 m the whole column of open water the region with high light intensity, variable temperature and low water pressure the region with no light, a stable temperature and high water pressure the region between high tide and low tide midnight zone subtidal zone pelagic zone ocean zone statement [3] * 0000800000004 * ,










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5 0697/11/M/J/25 © UCLES 2025 [Turn over (b) Mangrove forests are coastal ecosystems found in estuaries. (i) Explain how the salinity in an estuary changes during a tidal cycle. … … … … [2] (ii) Explain one adaptation of a mangrove tree that enables it to live in waterlogged soil with low oxygen concentration. … … … … [2] (c) Banded archerfish are adapted to live in mangrove forests. (i) Explain how one adaptation of the banded archerfish enables it to live in mangrove forests. … … … … [2] (ii) State the domain and kingdom the banded archerfish is classified in. domain … kingdom … [2] [Total: 11] * 0000800000005 * ,










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6 0697/11/M/J/25 © UCLES 2025 3 Fig. 3.1 shows how the Atlantic Ocean has changed in the last 65 million years. The line through the Atlantic Ocean is a plate boundary. present day 65 million years ago mid-Atlantic plate boundary Fig. 3.1 (a) (i) Name the type of plate boundary found in the mid‑Atlantic Ocean. Give reasons to explain your choice. name … reasons … … … … … … [3] (ii) Outline why tectonic plates are moving. … … … … [2] * 0000800000006 * ,










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7 0697/11/M/J/25 © UCLES 2025 [Turn over (b) Water from the Atlantic Ocean evaporates, condenses into clouds and returns to land as precipitation. Complete Table 3.1 to show how the energy in the water changes during the named processes. Tick (3) one box in each row. Table 3.1 energy in the water process increases decreases no change condensation evaporation precipitation [2] (c) Table 3.2 shows some properties of a sample of fresh water and a sample of sea water. Table 3.2 property fresh water sea water mean salinity / ppt 0.3 35 mean pH 7.0 8.2 (i) Explain the difference in mean salinity between fresh water and sea water. … … … … [2] (ii) Explain why the mean salinity of the Red Sea is higher than 35 ppt. … … … … [2] (iii) Suggest a reason for the different pH values of fresh water and sea water. … … [1] [Total: 12] * 0000800000007 * ,










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9 0697/11/M/J/25 © UCLES 2025 [Turn over 4 Coastal ecosystems provide important benefits, such as recreation and tourism, to humans. (a) Mangrove forests and coral reefs are two types of coastal ecosystems. Name two other types of coastal ecosystems. 1 … 2 … [2] (b) State two other important benefits which marine ecosystems provide to humans. 1 … 2 … [2] (c) Tourism affects marine ecosystems. Explain the impact that two other named human activities have on marine ecosystems. … … … … … … … … [4] [Total: 8] * 0000800000009 * ,










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10 0697/11/M/J/25 © UCLES 2025 5 Fig. 5.1 shows a manatee eating seagrass. Fig. 5.1 (a) Seagrass cells have cell walls. State one function of the cell wall. … … [1] (b) Both plants and animals undertake gas exchange and respiration. Describe the differences between gas exchange and respiration. … … … … … … … … … … [5] * 0000800000010 * ,










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11 0697/11/M/J/25 © UCLES 2025 [Turn over (c) Manatees are very large herbivores. (i) Define the term herbivore. … … [1] (ii) Explain why herbivores, such as manatees, receive a greater proportion of the Sun’s energy through the food chain than carnivores. … … … … [2] [Total: 9] * 0000800000011 * ,









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13 0697/11/M/J/25 © UCLES 2025 [Turn over 6 Microplastics are small pieces of plastic less than 5 mm in size. (a) Explain why microplastics are found in oceans. … … … … … … [3] * 0000800000013 * ,









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14 0697/11/M/J/25 © UCLES 2025 (b) Scientists investigated the effect of microplastic pollution on the growth rate of cold‑water coral polyps over a period of eight weeks. Cold‑water coral polyps do not have a mutualistic relationship with zooxanthellae. Fig. 6.1 shows the growth rate of cold‑water coral polyps in sea water polluted with microplastics (group M) and in sea water with no microplastics (group N). 4.0 3.5 3.0 2.5 2.0 growth rate of cold-water coral polyps / mm per year 1.5 1.0 0.5 0.0 condition of sea water with microplastics (group M) no microplastics (group N) Fig. 6.1 (i) Use Fig. 6.1 to calculate the percentage decrease in growth rate of the cold‑water coral polyps in group M compared with those in group N. Show your working. percentage decrease in growth rate = … % [2] * 0000800000014 * ,









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15 0697/11/M/J/25 © UCLES 2025 [Turn over (ii) Suggest three reasons for the difference in growth rates between the cold‑water coral polyps in group M compared with those in group N. … … … … … … … … [3] (iii) Scientists repeated the investigation with coral polyps that contain zooxanthellae. Explain how the results of this investigation will be different to the investigation with cold‑water coral polyps. … … … … … … [2] (iv) Suggest how one named strategy can reduce the impact of plastics on marine ecosystems. … … … … [2] [Total: 12] * 0000800000015 * ,









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16 0697/11/M/J/25 © UCLES 2025 7 (a) Describe how ecotourism differs from tourism. … … … … … [2] (b) Fig. 7.1 shows a conservation area located within a national marine park. The conservation area contains a sandy shore that is a turtle nesting site and is also an ecotourism attraction. The conservation area is located 14 km from the nearest town and other tourism attractions. sandy shore national marine park conservation area boundary information centre 14 km to nearest town boundary key road parking nesting site 0 100 200 300 400 500 m entrance N Fig. 7.1 * 0000800000016 * ,









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17 0697/11/M/J/25 © UCLES 2025 [Turn over (i) The national marine park has the following rules: • rule 1: no more than 70 people are allowed on the beach at any time • rule 2: mobile phones must be switched off when on the beach • rule 3: no water sports are allowed within the national marine park. Suggest a different ecological reason for each rule. rule 1 reason … … rule 2 reason … … rule 3 reason … … [3] (ii) Suggest how the conservation area benefits from being located within a national marine park. … … … … [2] (iii) Suggest a sustainable method for tourists to reach the national marine park from the nearest town. Give a reason for your suggestion. … … … … [2] (iv) A business wants to build a tourist hotel next to the conservation area boundary. Describe one possible conflict between the hotel and the ecotourism attraction. … … … … [2] [Total: 11] * 0000800000017 * ,









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18 0697/11/M/J/25 © UCLES 2025 8 Fig. 8.1 shows a mixture of phytoplankton and zooplankton. Fig. 8.1 (a) Discuss the importance of plankton to the marine ecosystem. … … … … … … … … … … … … [6] * 0000800000018 * ,









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19 0697/11/M/J/25 © UCLES 2025 (b) Some plankton reproduce asexually. Describe asexual reproduction. … … … … [2] [Total: 8] * 0000800000019 * ,









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20 0697/11/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 * ,










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This document consists of 21 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge IGCSE™ MARINE SCIENCE 0697/11 Paper 1 Theory and Data Handling 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.

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 2 of 21 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.

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 3 of 21 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.

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 4 of 21 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.

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 5 of 21 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. 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 benefit of the doubt given benefit of doubt was considered, but the response was decided to not be sufficiently close for benefit of doubt to be applied error carried forward applied contradiction in response, mark not awarded incorrect point or point rejected key point attempted / working towards marking point / incomplete answer / response seen but not credited / blank page seen

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 6 of 21 Annotation Meaning point has been noted, but no credit has been given or blank page seen used to highlight parts of an extended response used to highlight parts of an extended response

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 7 of 21 Mark scheme abbreviations • ; separates marking points • / alternative responses for the same marking point • R reject the response • A accept the response • I ignore the response • ecf error carried forward • AVP any valid point / alternative valid point • ORA or reverse argument • AW alternative wording • underline actual word given must be used by candidate (grammatical variants excepted) • ( ) the word / phrase in brackets is not required but sets the context • OR separates two different routes to a mark point and only one should be awarded • MP marking point • max indicates the maximum number of marks that can be given

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 8 of 21 Question Answer Marks 1(a)(i) J baskets / traps ; K (purse) seine ; L longline ; 3 1(a)(ii) any 2 from: juveniles (they) can escape from the basket / pot / ORA ; juveniles are still alive (when the catch is harvested so fish are thrown back); method J is small scale / artisanal / non-industrialised, method ; 2 1(a)(iii) closed season / quota ; 1 1(b) (distance = speed  time) 0.04  1480 = 59.2 ;; 59.2 / 2 = 29.6 (m) ; 3

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 9 of 21 Question Answer Marks 2(a) 3 2(b)(i) high tide / rising tide, more sea water / higher salinity / ORA ; (salinity increases) due to more salts / ORA ; 2 2(b)(ii) aerial roots / pneumatophores ; to absorb oxygen from the air ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 10 of 21 Question Answer Marks 2(c)(i) any 1 pair from: (large), forward-set / movable eyes, for binocular vision ; to target prey out of water ; specialised / unique, mouth (shape) ; to spit a jet of water, up to 150 cm / to knock, insects or prey, into the water ; dark bands ; to camouflage / provide protection from birds ; AVP ; 2 2(c)(ii) (domain) Eukarya ; (kingdom) animals ; 2 Question Answer Marks 3(a)(i) divergent ; distance between Africa and South America increased ; so new crust is formed between them / mid-ocean ridge is formed ; 3 3(a)(ii) any 2 from: convection currents (moving) ; in the mantle / below the crust ; pulls / pushes (the tectonic) plate / crust /continents (with it) ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 11 of 21 Question Answer Marks 3(b) energy in the water process increases decreases no change condensation ✓ evaporation ✓ precipitation ✓ ;; 2 3(c)(i) any 2 from: fresh water is only water with small amount of salts / ORA ; salts washed into oceans from rivers ; (over a long time) only water evaporates / salt accumulates in ocean ; 2 3(c)(ii) any 2 from: little mixing with open ocean / mainly enclosed ; high (regional air / water) temperatures ; (high temperatures lead to) high evaporation ; low precipitation ; little / no, river inflow ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 12 of 21 Question Answer Marks 3(c)(iii) any 1 from: different amounts of dissolved carbon dioxide ; sea water acts as a (carbonate) buffer / due to carbonates ; more hydrogen ions in fresh water; 1 Question Answer Marks 4(a) any 2 from: rocky shores ; sandy shores ; muddy shores ; wetlands ; kelp forests ; seagrass beds ; AVP ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 13 of 21 Question Answer Marks 4(b) any 2 from: provide (named) food source or fisheries ; nursery area for human food source species ; timber / building materials / stone (or coral) for houses ; medicines / medicinal plants ; coastal protection ; AVP ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 14 of 21 Question Answer Marks 4(c) any 2 pairs from: oil spills ; kill marine life ; fertiliser pollution / sewage disposal ; increases nutrients in the water / causes eutrophication / causes algal blooms / AW ; over-harvesting ; removes too many fish / removes nutrients from the ocean / (local) extinction of species ; mangrove / stated, habitats, damaged / cut back / destroyed ; to create shrimp farms / (named) infrastructure ; blast fishing ; destroys (coral reef) habitats / kills many non-target species / juveniles ; areas dredged for sand or mud ; removing substrate for organisms / changing currents / destruction of habitats ; benthic trawling ; destroys seabed habitats ; plastic pollution ; microplastic bioaccumulates / organisms ingesting and starving (to death) / AW ; AVP ;; 4

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 15 of 21 Question Answer Marks 5(a) any 1 from: protects the cell ; gives the cell a shape / maintains the shape ; 1 5(b) up to 4 from: respiration is, chemical process / oxidation ; occurs in all living cells ; idea of reaction of oxygen with glucose ; to release energy ; releasing carbon dioxide (and water) ; AND at least 1 from: gas exchange is a physical process ; (occurs) in lungs / gills / alveoli ; movement of gases / oxygen / carbon dioxide in opposite directions OR diffusion of gases (or named gases) ; into AND out of an organism / exchange with surroundings / through a cell membrane ; 5 5(c)(i) animal that gets its energy by eating producers ; 1

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 16 of 21 Question Answer Marks 5(c)(ii) any 2 from: fewer trophic levels ; energy loss reduced / 90% energy loss between trophic levels / 10 % of energy passed between trophic levels ; more energy is lost (at each trophic level) due to energy lost through respiration / heat (loss) / movement / excretory products / faeces / inedible food; 2 Question Answer Marks 6(a) any 3 from: named anthropogenic land source ; plastics / named, washed into oceans from rivers ; discarded fishing gear made of plastic ; plastics break down ; slowly / over very long time / remain in the oceans for a long time ; 3 6(b)(i) 3.6 – 2.4 ; (1.2 / 3.6)  100 = 33(.3) ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 17 of 21 Question Answer Marks 6(b)(ii) any 3 from: polyps (in M), ingest (micro)plastic OR (micro)plastic contains no nutrients / energy, OR polyps (in M) use energy to capture (micro)plastic ; (microplastic) fills stomach and stops feeding ; (microplastic) smothers the polyp / blocks mouth, so cannot feed ; (micro)plastic releases toxins which could reduce growth rate ; (microplastic) causes abrasion / damages the coral / polyp / wounding the coral ; 3 6(b)(iii) higher growth rate ; because zooxanthellae photosynthesise to provide nutrients to corals ; OR reference to less difference between the polyps with and without microplastics ; both gain nutrition from the (symbiotic) zooxanthellae ; 2 6(b)(iv) any 1 pair from: legislation ; ban, single use (non-biodegradable) plastics / fishing gear being made from (non-biodegradable) plastic ; replace (single use) plastics (with) ; biodegradable materials ; educate people ; on the problems of single use plastics / to encourage reduce / reuse / recycle ; reduce / reuse / recycle ; to prevent plastics going to landfill ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 18 of 21 Question Answer Marks 7(a) any 2 from: ecotourism is sustainable ; encourages, environmental / cultural understanding / local participation or income; encourages, participation / contribution to, conservation ; has lower carbon footprint ; 2 7(b)(i) rule 1 reason: reduces, impact / disturbance, to the turtles OR easier to monitor activities of visitors ; rule 2 reason: less / reduced noise / sound / light disturbances to the turtles ; rule 3 reason: reduces / prevents injury to the turtles (near the shore) ; 3 7(b)(ii) any 2 from: no / few, fishing boats / fishing ; allows higher numbers of turtle prey organisms / high biodiversity ; prevents turtles becoming bycatch ; (ecological benefit) of protected habitat (for future generations) ; (economic benefit) of jobs for conservationists ; protected area is already being monitored / policed ; 2 7(b)(iii) electric vehicle / bicycle / group transport / shuttle bus / walking ; reduces, air pollution / carbon dioxide emissions / reduces (fossil) fuel use ; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 19 of 21 Question Answer Marks 7(b)(iv) any 1 pair from: visitors will want to undertake water based activities ; which could disturb nesting turtles / turtles near the beach ; potential for, noise / light (pollution), on the beach ; could disturb turtles laying eggs / hatchlings ; increased use of motorised transport (on the beach) ; causes air / water pollution / damage buried eggs / cause injury to turtles on beach; hotel / lodge etc may be built on nesting areas ; reduces populations of turtles / other wildlife requiring the site ; building process could damage the local area ; building materials may be taken from the marine environment ; too many people on the beach nearby ; disturb nests / turtles laying eggs / increases littering ; AVP ;; 2

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 20 of 21 Question Answer Marks 8(a) any 6 from: plankton are (generally) microscopic ; high abundance ; phytoplankton are producers / photosynthetic ; live / drift / float, in surface waters ; chloroplasts ; (photosynthesis) traps light energy ; (photosynthesis) makes energy available for the food web / chain ; (photosynthesis) converts light energy to chemical energy ; (photosynthesis) produces glucose ; (photosynthesis) absorbs carbon (dioxide) / release oxygen ; absorb (essential), minerals / nutrients (to the food chain) ; zooplankton can be, larvae of fish / invertebrates / jellyfish ; feed on phytoplankton / are (primary) consumers ; (rich) food source for (many) (named) higher trophic level organisms / consumers / are low in the food web / chain ; 6

0697/11 Cambridge IGCSE – Mark Scheme PUBLISHED May/June 2025 © Cambridge University Press & Assessment 2025 Page 21 of 21 Question Answer Marks 8(b) any 2 from: exact replicates / identical copies / clones ; of the parent organism / only one organism involved ; no sex cells / gametes ; 2