0680_Learner_Guide_(for_examination_in_2019)

Interactive
Learner Guide
TM
Cambridge IGCSE
Environmental Management 0680
Cambridge O Level
Environmental Management 5014
For examination from 2019
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Contents
About this guide 4

Section 1: Syllabus content - what you need to know about 5
Section 2: How you will be assessed 6
Section 3: What skills will be assessed 22
Section 4: Example candidate response 24
Section 5: Revision 29
Section 6: Useful resources 39
Learner Guide
About this guide

This guide explains what you need to know about your Cambridge Environmental Management course and examinations. You
should use this guide alongside the support of your teacher. It will help you to:
99 understand what skills you should develop by taking this Cambridge IGCSE course
99 understand how you will be assessed
99 understand what we are looking for in the answers you write
99 plan your revision programme
99 revise, by providing revision tips and an interactive revision checklist (Section 5).
4 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

Learner Guide
Section 1: Syllabus content - what you need to know about

This section gives you an outline of the syllabus content for this course. Ask your teacher for more detail about each topic. You
can also find more detail in the Revision checklists of this guide.
The syllabus is divided into nine topic which have been designed to help you develop an understanding of both the natural
and the human environment. The nine topics are:
1. Rocks and minerals and their exploration

2. Energy and the environment
3. Agriculture and the environment
4. Water and its management
5. Oceans and fisherie
6. Managing natural hazards
7. The atmosphere and human activities
8. Human population
9. Natural ecosystems and human activities
Make sure you always check the latest syllabus, which is available at www.cambridgeinternational.org
Cambridge IGCSE / O Level Environmental Management 0680 / 5014 5

Learner Guide
Section 2: How you will be assessed

You will be assessed at the end of the course using two papers:
• Paper 1 Theory
• Paper 2 Management in context
Papers at a glance
This table summarises the key information about each paper. You can find details and advice on how to approach each paper
in the ‘About each paper’ sub-section.
Component Time and Skills assessed Details Percentage of

marks qualification
Paper 1 1 hour 45 • Knowledge and Section A: short and structured 50%
minutes understanding questions – 20 marks
Theory
80 marks • Information Section B: short-answer and extended
handling and response questions based on source
analysis material – 60 marks
• Investigation
skills and making
judgements
Paper 2 1 hour 45 • Knowledge and Short, and extended response 50%
minutes understanding questions based on source material –
Management in
• Information 80 marks
context 80 marks
handling and
analysis
• Investigation
skills and making
judgements
About each paper

Both papers test all three skills – knowledge and understanding (AO1), information handling and analysis (AO2), and
Investigation skills and making judgements (AO3). However, it is important that you understand the different types of
questions in each paper and how you should approach them.

Learner Guide
Paper 1: Theory
There are two sections to this paper, Section A and Section B. You need to answer all the questions in both sections.
Questions could be set from any of the nine topic areas.
Section A is made up of 3 to 4 short and structured questions with question parts. Each part-question is worth 1 to 4 marks.
This section is worth 20 marks and you should answer all the question parts.
Questions may include source

material, such as a map, diagram,
graph, table or photograph.
Write your answers in

the space provided.
If a number is given, make sure you only give

the required number. In (b), one impact is
asked for. Do not give more than this number
of impacts.
The number of marks

Read the command word for each part is shown.
carefully. This will help you
know exactly what you need
to do for each question.

Learner Guide
Some questions will ask you to use

information in a map, diagram,
graph, table or photograph.
If positive and negative effects are asked for,

it is important to make it clear which is the
positive effect and which is the negative effect.
Some questions relate

to recall of knowledge.
You may be required to

complete information on
a diagram. These may not
have response lines so
make sure you do not miss
out questions like this.

Learner Guide
You may be asked to calculate something.

Read the question carefully. In this example, the
percentage from fish farms is asked. The graph
shows data for both fish farms and wild fish and
you will need to select the relevant data fi st
before carrying out the calculation.
You may be asked to suggest reasons. In this

type of question, the context of the question
might by unfamiliar to you. You should use
your knowledge from the syllabus to make a
reasoned judgement, conclusion or explanation.

Learner Guide
Section B contains between 4 and 6 short-answer and extended response questions with question parts. Each part-question
is worth 1 to 7 marks. The questions will be based on source material. The source material will be from both familiar and
unfamiliar contexts. This section is worth 60 marks and you should answer all the questions parts.
Source material may be

a graph, table, diagram,
map or photograph.
Make sure you use any key provided

to help you understand what
information the source is providing.
You will need to use your syllabus

knowledge to make reasoned
judgements, reach conclusions and
suggest reasons in unfamiliar contexts.

Learner Guide
You will need to carry

Make sure you do not miss questions that require out calculations and use
an answer written in a table or on a diagram. data to reach conclusion.
You will need to present data in tables

All graphs should have their axes
in different formats, such as a line
labelled with units. Choose a sensible
graph, bar graph or pie chart. Make sure
linear scale that covers more than half
you read the question carefully so you
the grid space.
know which type of graph is required.
It’s good practice to complete graphs
using a sharp pencil.
Some graphs also need keys.

Learner Guide
There will be one extended response question worth

6 marks, where you will need to present a reasoned
argument both for and against a statement. These
questions will ask: ‘To what extent do you agree with
this statement? Give reasons for your answer.’
This type of question is given a level rather than a
mark. The best answers to this kind of question give
both sides of the argument and will include relevant
details and examples. These questions are a good
opportunity to use examples from case studies you
have studied.
There will be one extended response questions between 5 to 7 marks which

will ask you to use information provided in the question. It is important not
to simply repeat what is already in the question. You will need to use your
own knowledge to add to any information already provided.

Learner Guide
You may be asked to draw a table from data that provided. All columns
in tables should have a heading and a unit (if appropriate). Do not
include units in each cell of a table. These must go in the column
heading. The best format to use is to separate the unit from the title with
a forward slash, e.g. title / unit.

Learner Guide
Paper 2: Management in context

The paper has between 2 and 5 short and extended response questions with question parts. You need to answer all the
question parts in this paper.
The question paper is based on environmental management issues that relate to one country. Questions could be set from
any of the nine topic areas. This paper is worth 80 marks.
The question paper is made up of short and extended response questions. These questions are based on source material and
are ‘real-life’ management in context issues.
The question paper includes practical based questions that help you demonstrate your fieldwork skills, such as writing a
method for estimating biodiversity and populations using pitfall traps, pooters, quadrats and transects. You will need to
be able to describe random and systematic sampling and apply these sampling techniques to unfamiliar contexts. You will
need to draw tables for data, plot bar charts, line graphs and pie charts and interpret data from maps, diagrams, tables,
photographs and text.
The country source

material is at the start The source country will be
of the question paper. shown on the world map and
a map of the country or part of
a country will also be shown.

Learner Guide
Information about this

country is included. This
source material can be used
throughout the question paper.
You may have to interpret

climate data on temperature,
sunshine hours and
precipitation. The source
material at the start of the
question paper also includes a
summary of the type of climate
a country has.

Learner Guide
Some questions will be simple recall. Make sure

you only give the required number of answers
if a number is stated. In this example, one
renewable energy resource is asked for. You
should not try to name more than one.
You should be able to

interpret a tally system.
You may have to draw a
table. Remember to include
column headings and units
in the column headings but
not in the cells of the table.
You will need to carry out

calculations from data.

Learner Guide
You may need to interpret scales

on maps or diagrams and reach
a conclusion based on your scale
calculations.

Learner Guide
You should be familiar with sampling techniques

and how to construct questionnaires.
You may have to write a

conclusion based on information
given in a questionnaire or table.

Learner Guide
You will need to interpret

sampling methods and suggest
improvements. You will also
need to write conclusions
based on data provided.
You will need to write

methods for how to
estimate biodiversity
and populations in
unfamiliar contexts.

Learner Guide
Make sure that in questions that

provide text as a source, you do not
simply copy out the text in your answer.
You need to add your own knowledge
and viewpoint to your response.

Learner Guide
You may need to describe

trends or patterns in data
or distributions of data.

Learner Guide
Section 3: What skills will be assessed

The areas of knowledge, understanding and skills that you will be assessed on are called assessment objectives (AO).
The examiners take account of the following skills areas (assessment objectives) in the examination papers.
• AO1 Knowledge and understanding
• AO2 Information handling and analysis
• AO3 Investigation skills and making judgements
It is important that you know the different weightings (%) of the assessment objectives, as this affects how the examiner will
assess your work.
For example, assessment objective 3 (AO3 Investigation skills and making judgements) is worth 20% of the total marks in
Paper 1 and 30% in Paper 2.
The approximate weightings of the assessment objectives (AOs) are summarised below.
Assessment objectives as a percentage of the qualification

Assessment objective Weighting in IGCSE %
AO1 Knowledge and understanding 40
AO2 Information handling and analysis 35
AO3 Investigation skills and making judgements 25
Total 100
Assessment objectives as a percentage of each component

Assessment objective Weighting in components %
Paper 1 Paper 2
AO1 Knowledge and understanding 40 40
AO2 Information handling and analysis 40 30
AO3 Investigation skills and making judgements 20 30
Total 100 100
Assessment objectives (AO) What does the AO mean? What do you need to be able to do?
AO1 Remember and understand You need to show that you can use your knowledge and
facts and information. understanding of concepts. You can do this by:
Knowledge and understanding
• defining key terms
• recalling impacts, effects, factors, methods and
strategies
AO2 Use facts and information You need to show that you can use facts and information in
and be able to explain different formats. You can do this by being able to:
Information handling and
information and develop • locate, select, organise and present information from
analysis
points. different sources
• use information from different sources e.g. graphs,
maps, tables, diagrams, text, photographs, numbers
• work with numerical data by carrying out calculations
• interpretating and analysing numerical data
• describing trends and patterns and making conclusions

Learner Guide
Assessment objectives (AO) What does the AO mean? What do you need to be able to do?
AO3 Be familiar with investigation You need to show that you can analyse different
skills in practical contexts. information and use information to make a decision or
Investigation skills and making
choice. You can do this by:
judgements Be able to make judgements
based on information. • planning investigations
• identifying limitations with methods and suggest
improvements
• presenting reasoned explanations for patterns and
relationships
• making reasoned judgements and reaching conclusions

Learner Guide
Section 4: Example candidate response

This section takes you through an example question and learner response from a Cambridge 0680 / 5014 past paper. It will
help you to see how to identify command words within questions and to understand what is required in your response. A
command word is the part of the question that tells you what you need to do with your knowledge. For example, you might
need to describe something, explain something, argue a point of view or list what you know.
All information and advice in this section is specific to the example question and response
being demonstrated. It should give you an idea of how your responses might be viewed by an
examiner but it is not a list of what to do in all questions. In your own examination, you will
need to pay careful attention to what each question is asking you to do.
This section is separated as follows:
Question
Command words have been highlighted and their
meaning explained. This will help you to understand
clearly what is required. For more information go to www.
cambridgeinternational.org/exam-administration/what-to-
expect-on-exams-day/command-words/
Example candidate response

This is an answer by a real candidate in exam conditions.
Good points and problems have been highlighted.
How the answer could have been improved

This summarises what could be done to gain more marks.
Common mistakes
This will help you to avoid common mistakes made by
candidates. So often candidates lose marks in their exams
because they misread or misinterpret the questions.

Learner Guide
Question
Describe means the examiner will be expecting you to state

the main points. You should give the characteristics and main
features in a description.
Suggest is used in two ways. It means there is no single, unique answer and a range of valid answers
will be allowed. It also means that you expected to apply your knowledge of the syllabus to an
unfamiliar context. Many data response and problem-solving questions are of this type. Questions that
require a judgement are usually ‘suggest questions’.
In this example, you are not expected to be familiar with location A or water risks in that area. Instead,
the examiner is expecting you to use the data provided to suggest reasons why there is a low risk to
water supplies.
Explain means you should clearly set out reasons or make a

relationship between things clear. You should support your answer
with relevant evidence or examples. You need to make it clear to
the examiner why or how something is happening.
State means you should express your answer in clear terms in

a concise manner. It is often used for simple recall of syllabus
knowledge or for a numerical answer that can be found by looking
at data provided.

Learner Guide
The question part is worth two marks, so this indicates that two points are
needed in the answer. This candidate has described two locations, identifying
the west of South America and the south of South America.
Mark awarded = 2 out of 2
The question part is worth two marks so two reasons were expected. This
candidate has identified the high level of precipitation correctly. Their second
reason is incorrect.

Learner Guide
The question part is worth two marks so two explanation points were expected. This
candidate has correctly explained that an increase in population is a valid explanation for
overuse of water. Their point about ‘development of countries…for company’ needs further
clarification and explanation to clearly indicate high water use.
Two strategies are asked for and this is indicated by the ‘two’ in the question and the
number of marks. The fi st strategy does not provide enough detail. The second strategy is
not practical.
How the answer could have improved

(a) It helps to use bullet points to structure your responses. This will help you give the sufficient number of answers in your
response. Use the number of marks as a guide to the number of points you need to give.
(b) As a suggest question you are not expected to know the details of the location shown but you should use your syllabus
knowledge to help answer this question. The map shows location A above the Tropic of Cancer, in the northern hemisphere
so this would suggest a colder climate and long periods of cold weather, which would mean there is less likelihood of
drought. Any reasonable reason for a low risk to water supplies would be acceptable, such as a low population, so there is
less use of available water.
(c) If the response explained why the development of countries leads to overuse of water then this would have gained the
second mark. For example, ‘development of countries leads to more industries’ or ‘development of countries leads to more
disposal income so people can use water in swimming pools’.
(d) As a 'state' question, the strategies are in the syllabus and required recall. Some candidates find it useful to write revision
notes using the syllabus as a guide to all the strategies they should be familiar with.
Common mistakes
(a) Take time to make sure you are using the key correctly. In this question, some candidates read the key incorrectly and took
the lighter low risk shading to be the high risk.
(b) The most common mistake in explain questions is to not give enough detail in your response.
(c) Giving more than the number of strategies asked for as an incorrect answer can contradict a previously correct one.

Learner Guide
General advice
In order to do your best when answering a question, make sure you:
• address the question being asked, stay focused
• think carefully about how to define a given term, ensuring your answer is clear and precise, so that definitions cannot be
confused with other terms
• relate any knowledge to the question being asked, i.e. consider the context of the information you are giving
• are clear and direct in any judgement or conclusions you are making as the examiner cannot make assumptions about
what you mean
• support any conclusions with accurate and relevant information or data from the source context provided
• answer every question, including those where there are no response lines e.g. on a diagram, in a table, or on a grid
• complete diagrams and graphs using a sharp pencil and ruler
• use a calculator to help you with calculations but check your answer makes sense. You should give numerical answers to
an appropriate number of significant figu es or decimal places.

Learner Guide
Section 5: Revision
This advice will help you revise and prepare for the examinations. It is divided into general advice for all papers and more
specific advice for Paper 1 and Paper 2.
Use the tick boxes to keep a record of what you have done, what you plan to do or what you understand.
General advice
Before the examination
Find out when the examinations are and plan your revision so you have time to revise. Create a revision timetable and
divide it into sections to cover each topic.
Find out how long each paper is, how many questions you have to answer, how many marks there are for each question,
and work out how long you have for each question.
Know the meaning of the command words used in questions and how to apply them to the information given. Look at
past examination papers and highlight the command words and check what they mean. The syllabus has a glossary of
terms used in science papers.
Make revision notes. Try different styles of notes.
Work for short periods then have a break. Revise small sections of the syllabus at a time.
Test yourself by writing out key points.
Make sure you define terms accurately.
Definitions must not euse the words to be defined. E.g. land pollution means the contamination (pollution) of the earth’s
surface (land) by the unplanned or illegal disposal of waste substances.
Make your own dictionary or draw up a glossary of key terms and definitions for each section of the syllabus.
Look at maps, diagrams, tables, etc. to find out what they show and practise using and interpreting keys.
Practise drawing clear, simple, neat, fully-labelled diagrams.
Learn to spell syllabus terms correctly.
Have a look at past questions so that you are clear of what to expect in an examination.
Look at mark schemes to help you understand how the marks are awarded for each question.
In the examination
Read the instructions carefully and answer the right number of questions from the right sections.
Do not give more answers than asked for in the questions, as this will not gain you more marks in the examination. For
example, if two impacts are asked for, only give two impacts!
Plan your time according to the marks for each question. For example, a question worth three marks requires less time
and a shorter answer than one worth 7 marks. If a question has several parts, then the parts with more marks will need
more time and more developed answers.
Do not leave out questions or parts of questions. Remember, no answer means no mark.
Read each question very carefully.
• Identify the command words – you could underline or highlight them.
• Identify the other key words and perhaps underline them too.
• Try to put the question into your own words to understand what it is really asking.
Read all parts of a question before starting your answer. Think carefully about what is needed for each part. You will not
need to repeat material.

Learner Guide
Look very carefully at the resource material you are given.

• Read the title, key, axes of graphs, etc. to find out exactly what it is showing you.
• Look for dates, scale, and location.
• Try using coloured pencils or pens to pick out anything that the question asks you about.
Answer the question. This is very important!
Use your knowledge and understanding.
Do not just write all you know, only write what is needed to answer the question.
Plan your answers. Clear, concise, well-ordered, well-argued, well-supported answers get more marks than long,
rambling, muddled, repetitious answers. Quality is better than quantity.
Use syllabus terms in your answers as much as possible.
Use the resource material given in the question to support your answer.
Make sure your writing is clear and easy to read. It is no good writing a brilliant answer if the examiner cannot read it!
Paper 1 and 2 advice
Practise plotting graphs, bar charts and pie charts. Make sure you know how to label axis and include units if appropriate.
Separate the quantity and unit by a forward slash e.g. time / s.
Graphs should always have a suitable linear scale that takes up more than half the grid.
Plots should be crosses or small dots with a circle around them.
Make sure you can draw a best-fit line or curve on a graph.
Pie charts should be drawn in sectors in rank order, with the largest fi st, beginning at ‘noon’ and going in a clockwise
direction.
Bar charts should have bars that are not touching and are of equal width. Make sure you include a key if more than one
set of data are plotted.
Practise drawing tables. Units should be included in the column headings. Separate the quantity and unit by a forward
slash e.g. time / s
Know the different between independent and dependent variables.
Know how to calculate percentages and percentage change.
Be able to work out a mean (average) and a range .
When a question asks you to use the data in a table, or information in a diagram, make sure you refer to this in your
answer.
When you are asked to make a decision, it is important to make one. Many candidates assume that simply stating 'yes' or
'no' are a judgement. Make sure you can explain the reasons behind this statement.

Learner Guide
Revision checklists
In the next part of this guide we have provided some revision checklists. These include information from the syllabus that you should revise. They don’t contain all the detailed knowledge
you need to know, just an overview. For more detail see the syllabus and talk to your teacher.
The table headings are explained below:
Topic You should be able to R A G Comments

These are the nine topics Content in the syllabus you need to You can use the tick boxes to show when you have revised You can:
of the syllabus, expected cover an item and how confident you feel about it.
• add further information of your own, such
knowledge, gathering
R = RED means you are really unsure and lack confidence; as names of case studies needed
data and mathematical
you might want to focus your revision here and possibly • add learning aids, such as rhymes, poems or
requirements from the
talk to your teacher for help. word play
syllabus.
A = AMBER means you are reasonably confident but need • pinpoint areas of difficulty you need to
some extra practice. check further with your teacher or textbooks
G = GREEN means you are very confiden . • include reference to a useful resource
As your revision progresses, you can concentrate on the

RED and AMBER items in order to turn them into GREEN
items. You might find it helpful to highlight each topic in
red, orange or green to help you prioritise.
Note: the tables below cannot contain absolutely everything you need to know, but it does use examples wherever it can.

Learner Guide
Paper 1 Theory and Paper 2 Management in Context

Expected Knowledge Candidates should be able to identify and name the world’s continents and
oceans:
• Africa, Antarctica, Asia, Europe, North America, Oceania and South America
• Atlantic Ocean, Pacific Ocean, Indian Ocean, Arctic Ocean and Southern
Ocean
1 Rocks and minerals and their exploitation
1.1 Formation of rocks • describe and interpret the rock cycle
• state and explain the formation and characteristics of named igneous,

sedimentary and metamorphic rocks
1.2 Extraction of rocks and • describe the following methods of extraction of rocks and minerals from the
minerals from the Earth Earth:
–– surface mining
–– subsurface mining
• discuss the factors that affect the decision to extract rocks and minerals
1.3 Impact of rock and • describe and explain the environmental, economic and social impacts of rock
mineral extraction and mineral extraction
1.4 Managing the impact of • describe and evaluate strategies for restoring landscapes damaged by rock
rock and mineral extraction and mineral extraction
1.5 Sustainable use of rocks • define sustainable esource and sustainable development
and minerals
• describe and evaluate strategies for the sustainable use of rocks and minerals
2 Energy and the environment

2.1 Fossil fuel formation • describe the formation of the fossil fuels: coal, oil and gas

Learner Guide

2.2 Energy resources and the • classify the following energy resources as nonrenewable or renewable:
generation of electricity fossil fuels, nuclear power, biofuels, geothermal power, hydro-electric power,
tidal power, wave power, solar power, wind power
• describe how each of these energy resources is used to generate electricity
• describe the environmental, economic and social advantages and

disadvantages of each of these energy resources
2.3 Energy demand • describe and explain the factors affecting the demand for energy
2.4 Conservation and • describe and explain strategies for the efficient management of energy
management of energy resources
resources • research and development of new energy resources
2.5 Impact of oil pollution • describe the causes and impacts of oil pollution on marine and coastal
ecosystems
2.6 Management of oil • discuss strategies for reducing oil spills in marine and coastal ecosystems
pollution
• discuss strategies for minimising the impacts of oil spills on the marine and
coastal ecosystems
3 Agriculture and the environment
3.1 Soil composition • describe and explain the composition of soils
3.2 Soils for plant growth • describe soils as a medium for plant growth
• describe the differences between a sandy and clay soil
3.3 Agriculture types • describe the different types of agriculture
3.4 Increasing agricultural • describe techniques used to increase agricultural yields

yields
3.5 Impact of agriculture • describe and explain the impact of agricultural practices on the environment
and people

Learner Guide

3.6 Causes and impacts of • describe the causes of soil erosion
soil erosion
• describe and explain the impacts of soil erosion
3.7 Managing soil erosion • describe and explain strategies to reduce soil erosion
3.8 Sustainable agriculture • describe and explain strategies for sustainable agriculture
4 Water and its management

4.1 Global water distribution • describe the distribution of the Earth’s water
4.2 The water cycle • describe and interpret the water cycle
4.3 Water supply • describe the sources of fresh water used by people
4.4 Water usage • describe the different ways in which fresh water can be used
4.5 Water quality and • compare the availability of safe drinking water (potable water) in different
availability parts of the world
4.6 Multipurpose dam • describe and evaluate multipurpose dam projects
projects
4.7 Water pollution and its • describe the sources of water pollution
sources
4.8 Impact of water pollution • describe and explain the impact of pollution of fresh water on people and on
the environment
4.9 Managing pollution of • describe and explain strategies for improving water quality
fresh water
4.10 Managing water-related • describe the life cycle of the malaria parasite
disease
• describe and evaluate strategies to control malaria
• describe strategies to control cholera

Learner Guide

5 Oceans and fisheries
5.1 Oceans as a resource • outline the resource potential of the oceans
5.2 World fisherie • outline the distribution of major ocean currents
• explain the distribution of major marine fish populations
• describe the El Niño Southern Oscillation (ENSO) phenomenon and its

effects on fisheries along the Pacific coast of South America
5.3 Impact of exploitation of • describe and explain the impact of exploitation of fisherie
the oceans
• describe how farming of marine species reduces the exploitation of fisherie
5.4 Management of the • describe, explain and evaluate strategies for management of the harvesting
harvesting of marine species of marine species
6 Managing natural hazards
6.1 Earthquakes and • describe the structure of the Earth
volcanoes
• describe and explain the distribution and causes of earthquakes and
volcanoes
• understand magnitude and the Richter scale
6.2 Tropical cyclones • describe and explain the distribution and causes of tropical cyclones (storms,
hurricanes and typhoons)
6.3 Flooding • describe and explain the causes of floodin
6.4 Drought • describe and explain the causes of drought
6.5 The impacts of natural • describe and explain the impacts of natural hazards on people and the
hazards environment
6.6 Managing the impacts of • describe and evaluate the strategies for managing the impacts of natural
natural hazards hazards before, during and after an event
6.7 Opportunities presented • describe and explain the opportunities presented by natural hazards to
by natural hazards people

Learner Guide

7 The atmosphere and human activities
7.1 The atmosphere • describe the structure and composition of the atmosphere
• describe the natural greenhouse effect
7.2 Atmospheric pollution and • describe and explain the causes of atmospheric pollution, with reference to:
its causes –– smog
–– acid rain
–– ozone layer depletion
–– enhanced greenhouse effect
7.3 Impact of atmospheric • describe and explain the impact of atmospheric pollution
pollution
7.4 Managing atmospheric • describe and explain the strategies used by individuals, governments and the
pollution international community to reduce the effects of atmospheric pollution
8 Human population
8.1 Human population • identify where people live in the world
distribution and density
8.2 Changes in population • describe and explain the growth curve of populations
size
• describe and explain the changes in human populations
8.3 Population structure • describe population structure in MEDCs and LEDCs
8.4 Managing human • evaluate strategies for managing human population size
population size
9 Natural ecosystems and human activities
9.1 Ecosystems • define the terms ecosystem, population, community, habitat and niche
• describe the biotic (living) and abiotic (nonliving) components of an

ecosystem
• describe biotic interactions
• describe the process of photosynthesis

Learner Guide

• describe energy flow using food chains, food webs and trophic levels
• describe and explain ecological pyramids based on numbers and energy
• describe the process of respiration
• describe the carbon cycle
9.2 Ecosystems under threat • describe and explain causes and impacts of habitat loss
9.3 Deforestation • describe and explain the causes and impacts of deforestation
9.4 Managing forests • describe and explain the need for the sustainable management of forests
9.5 Measuring and managing • describe and evaluate methods for estimating biodiversity
biodiversity
• apply sampling techniques to unfamiliar situations
• evaluate national and international strategies for conserving the biodiversity

and genetic resources of natural ecosystems
Gathering of data • formulate aims and hypotheses
• design questionnaires that can be oral or written to gain information from

an individual or a group of individuals (consideration should be given to
factors influencing the successful design of questionnaires, e.g. layout,
format of questions, the appropriate wording of questions and the number
of questions. The practical considerations of conducting a questionnaire, e.g.
the sampling methods, pilot survey and location of survey should also be
discussed)
• design a simple experiment using suitable controls
• understand and evaluate random and systematic sampling techniques.
Mathematical requirements • add, subtract, multiply and divide

Learner Guide

• use averages, decimals, fractions, percentages, ratios and reciprocals
• understand the terms mean and range
• use standard notation, including both positive and negative indices
• understand significant figu es and use them appropriately
• recognise and use direct and inverse proportion
• draw tables, charts and graphs from given data
• interpret charts and graphs
• determine the gradient and intercept of a graph
• select suitable scales and axes for graphs
• make approximate evaluations of numerical expressions
• understand the meaning of angle, curve, circle, radius, diameter, area,

circumference, square, rectangle and diagonal
• understand map scale and the use of the scale line.

Learner Guide
Section 6: Useful resources

The resources listed below will help you to revise and study for your Cambridge Environmental Management 0680 course.
These resources have not been through the Cambridge quality assurance process but have been found suitable for use with
various parts of the syllabus. This list includes website links providing direct access to internet resources. Cambridge is not
responsible for the accuracy or content of information contained in these resources. The inclusion of a link to an external
website should not be understood to be an endorsement of that website or the site's owners (or their products/services).
1 Rocks and minerals and their exploitation

https://www.worldatlas.com/articles/what-is-the-environmental-impact-of-the-mining-industry.html
www.learner.org/ – search for ‘rock cycle’.
www.greatmining.com/ – search under ‘Surface mining’ and ‘Underground mining’.
https://www.oxfam.org.au/what-we-do/mining/impacts-of-mining/
https://www.gold.org/about-gold/gold-supply/gold-development/positive-impacts-mining-case-studies
2 Energy and the environment

www.eia.gov – search ‘What is energy? Explained’ for a summary of renewable and non-renewable resources
www.need.org – search ‘Secondary energy infobook’
www.world-nuclear.org – search ‘nuclear power’
www.ufl.edu – search ‘biogas’
www.nrdc.org – search ‘wind power’
www.onpower.is – search ‘geothermal power’
http://nationalgeographic.org – search ‘Education: hydroelectric’
www.need.org – search ‘Secondary solar factsheet’
www.alternative-energy-news.info – search for ‘wind power’, ‘solar power’, ‘wave power’.
http://nationalgeographic.org – search ‘Hydroelectric and geothermal: benefits and drawbacks’
3 Agriculture and the environment

www.rhs.org.uk – search ‘soil types’.
www.bbc.co.uk/education – search for ‘farming in rural environments’
www.fao.org – search for ‘How to feed the world in 2050’.
www.bbc.co.uk/news – search for ‘The disappearing Aral Sea’ and the short clip ‘Aral Sea – Duzbay’s story’.
www.un.org – search for ‘desertification day’
4 Water and its mangement

http://asi.ucdavis.edu/ – search ‘Sustainable agriculture activity guides’.
www.leafuk.org/leaf/home.eb – search ‘Simply sustainable soils’.
www.usgs.gov – search ‘Where is Earth’s water?’
https://thewaterproject.org/ – search ‘create a mini water cycle’.
www.klickitatpud.com/ – search ‘Packwood Lake Hydro Project’.
www.water-pollution.org.uk – search ‘types of water pollution’ and ‘causes of water pollution’.
https://healingearth.ijep.net/water/case-study-river-ganges
http://www.greenpeace.org.uk – search ‘Hidden consequences: The unseen price of water pollution’.
5 Oceans and fisheries

www.climate.gov/ – search ‘El Nino status’.
www.climate.gov/ – search ‘What is El Nino in a nutshell?’
http://wwf.panda.org/ – search ‘unsustainable fishin ’.

Learner Guide
http://advocacy.britannica.com/blog/advocacy/ – search ‘pros and cons of fish farming’.
6 Managing natural hazards

www.volcanodiscovery.com/ – search ‘live volcano webcams’.
http://earthquake.usgs.gov/ – search ‘Measuring the size of an earthquake’.
www.bbc.co.uk/news – search ’Japan earthquake: tsunami hits north-east’.
http://floodlist.com/
http://earthquake.usgs.gov – search ‘A comparison of two Bay Area earthquakes: 1989 v. 1906’.
www.youtube.com/ – search ‘Fertility of the Nile – Nile – BBC’ (BBC Earth).
7 The atmosphere and human activities

www.haze.gov.sg/
www.esrl.noaa.gov/ – search ‘South Pole ozone hole’
www.theozonehole.com/
https://vimeo.com/104321114 – ‘The Antarctic ozone hole’ video by Patrick Cullis.
https://www.epa.gov/acidrain
https://climate.nasa.gov/effects/
www.metoffice.gov.uk/ – search ‘what is climate change?’ and ‘Impacts of climate change’.
www.globalccsinstitute.com/ – search ‘understanding carbon capture and storage’.
www.gcsescience.com/index.html – search ‘catalytic converters’.
http://powerplantstechnology.blogspot.co.uk/ – search ‘Flue gas desulfurization’.
8 Human population
www.differencebetween.com/difference-between-afforestation-and-reforestation/
www.earthtimes.org/encyclopaedia/environmental-issues/deforestation/
www.s-cool.co.uk/ – search ‘populations’.
www.youtube.com/ – search ‘Human population through time’.
www.youtube.com/ – search ‘[Channel 4 News] Population explosion causes poverty crisis’.
www.worldwatch.org/ – search ‘Nine population strategies’
www.japanfs.org/en/news/archives/news_id034953.html – search ‘depopulation of society in Japan’
www.bbc.co.uk/ – search ‘How Ethiopia slowed its population growth’
http://geography.about.com/ – search ‘China’s one child policy’.
9 Natural ecosystems and human activities

www.bbc.co.uk/education/subjects – search ‘photosynthesis and respiration’.
www.saps.org.uk/ – search ‘Animation – respiration and photosynthesis’.
www.scienceaid.co.uk/biology/ecology/ – search ‘food chains and energy’
www.rspb.org.uk/ – search ‘pyramids of numbers’.
www.nationalgeographic.com/environment/ – search ‘Photo gallery: rain forest deforestation’.
www.shutterstock.com/search/deforestation
Sampling techniques
www.amentsoc.org/ – search ‘Make a pooter activity for kids’.
www.saps.org.uk/ – search ‘Questions about quadrats’.
www.youtube.com/ – search ‘quadrat sampling’.
www.saps.org.uk/ – search ‘Ecology practical 2: The distribution of species across a footpath’.
www.rgs.org/HomePage.htm – search ‘sampling techniques’

Learner Guide
www.saps.org.uk/ – search ‘Ecology practical 1: Measuring abundance and random sampling’

www.saps.org.uk/ – search ‘Ecology practical 3: abundance and random sampling at Waun Las Nature Reserve, Wales’.
You can find a esource list, including endorsed resources to support Cambridge IGCSE / O Level Environmental Management
on our public website [here]
Endorsed resources have been written to be closely aligned to the syllabus they support, and have been through a detailed
quality assurance process. All textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be
used alongside this Learner Guide.
In addition to reading the syllabus, you should refer to the past and specimen papers.

Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA, United Kingdom
t: +44 1223 553554
e: info@cambridgeinternational.org www.cambridgeinternational.org
© Cambridge University Press & Assessment 2022 v2

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About this guide 4

About this guide

99 understand how you will be assessed

99 understand what we are looking for in the answers you write

99 plan your revision programme

4 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

Section 1: Syllabus content - what you need to know about

1. Rocks and minerals and their exploration

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 5

Section 2: How you will be assessed

Component Time and Skills assessed Details Percentage of

About each paper

6 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

Questions may include source

Write your answers in

If a number is given, make sure you only give

The number of marks

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 7

Some questions will ask you to use

If positive and negative effects are asked for,

Some questions relate

You may be required to

8 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

You may be asked to calculate something.

You may be asked to suggest reasons. In this

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 9

Source material may be

Make sure you use any key provided

You will need to use your syllabus

10 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

You will need to carry

You will need to present data in tables

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 11

There will be one extended response question worth

There will be one extended response questions between 5 to 7 marks which

12 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 13

Paper 2: Management in context

The country source

14 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

Information about this

You may have to interpret

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 15

Some questions will be simple recall. Make sure

You should be able to

You will need to carry out

16 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

You may need to interpret scales

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 17

You should be familiar with sampling techniques

You may have to write a

18 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

You will need to interpret

You will need to write

Cambridge IGCSE / O Level Environmental Management 0680 / 5014 19

Make sure that in questions that

20 Cambridge IGCSE / O Level Environmental Management 0680 / 5014

You may need to describe