0654.B19.2.01 — Explain why organisms become endangered or extinct, including: climate change, habitat destruction, hunting, overharvesting, pollution and i: past paper questions
Real questions on 0654.b19.2.01 — explain why organisms become endangered or extinct, including: climate change, habitat destruction, hunting, overharvesting, pollution and i
The newest 6 of 6 written questions. Open one to see it on the real paper.
- 0654/31 · October/November 2025 · Q4a(ii)[2]
Habitat destruction can cause species to become endangered. Describe two ways in which an endangered species can be conserved.
See it on the paper → - 0654/32 · May/June 2025 · Q4c(i)[2]
Suggest two other reasons why rhinos are endangered.
See it on the paper → - 0654/32 · May/June 2025 · Q4d(iii)[1]
Black rhinos and white rhinos are kept in protected reserves where they can be monitored 24 hours a day. Suggest one different conservation method that can be used for the Sumatran and Javan rhinos.
See it on the paper → - 0654/33 · May/June 2025 · Q4c(i)[2]
Suggest two other reasons why rhinos are endangered.
See it on the paper → - 0654/33 · May/June 2025 · Q4d(iii)[1]
Black rhinos and white rhinos are kept in protected reserves where they can be monitored 24 hours a day. Suggest one different conservation method that can be used for the Sumatran and Javan rhinos.
See it on the paper → - 0654/42 · May/June 2025 · Q4c[3]
An orca tangled in a fishing net is found dead on a beach. The orca has a high level of PCB in its body. PCB is a pollutant that stops orcas reproducing. Suggest how human activity is causing the population of orcas to decrease.
See it on the paper →
What examiners said
The most common answer was the idea of hunting which candidates were clearly familiar with. Others correctly referred to climate change and pollution. It was rare to see the idea of introduced species or disease. Some candidates who were clearly familiar with the specific context referred to an imbalance in the sexes preventing reproduction and gained credit.
— Examiner report, May/June 2025, 0654/32 Q4(c)(i) (Cambridge)
Candidates often did not take enough time to think about the method of conservation described in the question and merely reworded it rather than giving another different option. Those that gained credit often gave answers associated with captive breeding. Candidates were not clear about the strategies used in conservation given in the syllabus.
— Examiner report, May/June 2025, 0654/32 Q4(d)(iii) (Cambridge)
The most common answer was the idea of hunting which candidates were clearly familiar with. Others correctly referred to climate change and pollution. It was rare to see the idea of introduced species or disease. Some candidates who were clearly familiar with the specific context referred to an imbalance in the sexes preventing reproduction and gained credit.
— Examiner report, May/June 2025, 0654/33 Q4(c)(i) (Cambridge)
Past papers, syllabus and examiner reports © UCLES (Cambridge University Press & Assessment). Questions are matched to topics from the official syllabus. AssessPro is independent and not endorsed by Cambridge.