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Electricity Generation, Demand, and Management · CAPE Environmental Science Unit 2

104 past-paper questions on Electricity Generation, Demand, and Management, part of Energy and the Environment, from every CAPE Environmental Science Unit 2 paper on Quelpr.

Practise Electricity Generation, Demand, and Management
  1. 6(b)6 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1Suggest THREE reasons why nuclear energy is NOT an appropriate alternative source of energy for Caribbean countries.
  2. 7(a)2 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1What is cogeneration?
  3. 7(b)3 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1Describe how cogeneration is used.
  4. 7(c)4 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1State TWO advantages of a cogeneration system.
  5. 8(a)4 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1Explain which of the TWO factors is the more significant one.
  6. 8(b)3 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 1Suggest an alternative approach to supply electricity to these areas that will address the more significant factor identified in (a).
  7. 4(c)(i)4 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Discuss ONE way that the country can diversify its source of energy.
  8. 4(c)(ii)4 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2State TWO advantages and TWO disadvantages of the diversification approach discussed in (c)(i).
  9. 5(c)6 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Comment on the appropriateness of considering LNG to decrease oil dependence in the Caribbean countries mentioned.
  10. 6(a)6 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Using ONE example in EACH case, distinguish between 'energy efficiency' and 'energy conservation'.
  11. 6(b)(i)2 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Explain what is meant by 'control of demand patterns' or 'demand management'.
  12. 6(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Suggest FOUR ways in which electricity generating companies in the Caribbean can achieve demand management.
  13. 6(c)8 marks· CAPE Environmental Science Unit 2 · 2004 · Paper 2Discuss TWO advantages and TWO disadvantages of implementing demand management initiatives at electricity generating companies in Caribbean countries.
  14. 6(b)(i)1 mark· CAPE Environmental Science Unit 2 · 2005 · Paper 1State which renewable source of energy is MOST suitable for use in your country.
  15. 6(b)(ii)1 mark· CAPE Environmental Science Unit 2 · 2005 · Paper 1Give ONE reason for your answer to (b)(i).
  16. 6(c)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 1Suggest TWO reasons why the renewable energy source identified in 6(b) is not being used more effectively in your country.
  17. 8(b)6 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 1State THREE advantages and THREE disadvantages of a photovoltaic cell as a source of energy.
  18. 4(c)(i)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Explain the process of cogeneration.
  19. 4(c)(ii)5 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Do you agree with the suggestion of using cogeneration to address the changing energy demand depicted in Figure 1? Justify your answer.
  20. 5(c)5 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Explain how electrical energy is generated in a nuclear reactor.
  21. 6(a)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Distinguish between 'energy conservation' and 'energy efficiency.'
  22. 6(b)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Explain the concept of energy-efficient buildings.
  23. 6(c)(i)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2State FOUR ways in which the concept of energy-efficient buildings can be applied to lighting in the Caribbean.
  24. 6(c)(ii)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2State FOUR ways in which the concept of energy-efficient buildings can be applied to maintaining comfortable indoor temperature in the Caribbean.
  25. 6(d)4 marks· CAPE Environmental Science Unit 2 · 2005 · Paper 2Explain how any ONE of your normal activities can be modified to conserve energy.
  26. 6(a)3 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1Refer to Figure 1 and outline the process or processes occurring at EACH of the stages labelled (i), (ii) and (iii).
  27. 6(b)4 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 1Describe ONE way in which an electricity generating company may handle the demand for electricity when demand exceeds generating capacity.
  28. 4(b)14 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 2Discuss TWO alternative energy sources that Caribbean countries can exploit to address the impact identified in (a) above, including advantages and disadvantages of exploiting both energy sources.
  29. 5(b)11 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 2Evaluate the recommendation: 'Caribbean countries should satisfy their growing demand for electricity though the use of nuclear energy rather than building new conventional fossil fuel power plants', considering…
  30. 6(a)4 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 2Using a suitable example in each case, distinguish between 'energy conservation' and 'energy efficiency'.
  31. 6(b)6 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 2Evaluate the statement: 'The implementation of measures to conserve and use energy more efficiently is the best and cheapest means of making more energy available.'
  32. 6(c)10 marks· CAPE Environmental Science Unit 2 · 2006 · Paper 2Discuss TWO ways in which the transportation sector in your country could conserve energy.
  33. 4(c)10 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Assess the feasibility of either system in Figure 2 to satisfy national energy needs, including at least two advantages and two disadvantages of the chosen system.
  34. 5(a)6 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Outline two reasons why conventional power plants in Caribbean countries are situated along coastlines.
  35. 5(c)8 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Explain how cogeneration can decrease the environmental impact of power plants on coastal waters and enhance overall operating efficiency.
  36. 6(c)6 marks· CAPE Environmental Science Unit 2 · 2007 · Paper 2Evaluate the statement that electrically powered vehicles will solve the issues resulting from using petrol in motor vehicles.
  37. 4(c)(i)2 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Using an appropriate example, outline what is meant by 'demand management' in relation to energy use.
  38. 4(c)(ii)4 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Explain how 'demand management' can help mitigate the impacts of fossil fuel consumption.
  39. 5(b)4 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2State TWO advantages and TWO disadvantages of hydroelectric power generation.
  40. 5(c)12 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Assess the suitability of (i) hydroelectricity and (ii) solar energy to adequately meet the energy needs of developing countries, including SIX points in each response.
  41. 6(b)4 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Outline TWO advantages of energy conservation.
  42. 6(c)(i)1 mark· CAPE Environmental Science Unit 2 · 2008 · Paper 2What is meant by 'cogeneration'?
  43. 6(c)(ii)2 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Outline how cogeneration is achieved.
  44. 6(c)(iii)3 marks· CAPE Environmental Science Unit 2 · 2008 · Paper 2Comment on the appropriateness of cogeneration systems for use in Caribbean countries.
  45. 4(b)12 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2Discuss FOUR factors that would affect the supply of energy to a planned industrial estate in a remote area.
  46. 5(b)3 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2List THREE factors other than cost that must be considered when implementing a switch from coal to the recommended renewable energy source.
  47. 5(c)9 marks· CAPE Environmental Science Unit 2 · 2009 · Paper 2For a named Caribbean country, state whether the chosen renewable energy source would be a suitable replacement for coal, providing THREE supporting reasons.
  48. 4(a)(iv)4 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Suggest TWO reasons for the trend observed in the graph in Figure 4.
  49. 4(b)(i)3 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2What is meant by 'combined cycles'?
  50. 4(b)(ii)8 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Would you recommend the use of combined cycles as a process for generating energy in your country? Suggest FOUR reasons to justify your response.
  51. 5(b)(i)8 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Justify the locating of this conventional electricity generating facility within the coastal area as proposed by the manager. Give at least FOUR reasons to support your answer.
  52. 6(b)6 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2Suggest THREE reasons for the demand pattern shown in Figure 5.
  53. 6(d)4 marks· CAPE Environmental Science Unit 2 · 2010 · Paper 2For EACH of the concerns identified in (c) above, make ONE recommendation.
  54. 3(b)(i)1 mark· CAPE Environmental Science Unit 2 · 2011 · Paper 2Which of the commercial energy resources illustrated in Figure 3 is expected to experience increased usage in the future?
  55. 3(c)(i)4 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Which of the resources illustrated in Figure 3 would you recommend for increased investment in the Caribbean? Give ONE reason for your answer.
  56. 3(c)(ii)2 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2State TWO limiting factors for the use of the energy resource recommended in (c)(i) above in a named Caribbean country.
  57. 3(d)4 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Other than the source mentioned in (c)(i) above, describe ONE method for improving energy conservation, including a discussion of how relevant this method is for Caribbean countries.
  58. 4(a)(i)4 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Use a flow diagram to illustrate the conventional generation of electricity using natural gas as the fuel.
  59. 4(a)(ii)3 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Annotate the diagram to indicate the function of EACH unit in the process.
  60. 4(b)(i)3 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Classify the countries in Table 1 in terms of the magnitude of their electricity generation, using the criteria in Table 2 on page 7. Present your answer in a suitable table.
  61. 4(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2Select ONE country from each of the SMALL and LARGE size classes. Suggest an explanation for the difference in electricity consumption between the two countries.
  62. 4(c)3 marks· CAPE Environmental Science Unit 2 · 2011 · Paper 2What is the difference in electricity generation between Grenada and St. Kitts and Nevis?
  63. 3(a)(iv)6 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2The country has a significant amount of energy lost unnecessarily. Suggest THREE ways in which this country could improve its energy efficiency.
  64. 4(b)(ii)6 marks· CAPE Environmental Science Unit 2 · 2012 · Paper 2Based ONLY on the information provided in Figure 4, identify THREE types of renewable energy sources that would be suitable for use on the island, and justify your selection of EACH renewable energy source.
  65. 3(a)3 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Study Figure 4 and identify the substances present at points A, B, and C.
  66. 3(b)3 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Why is a fuel cell considered a 'secondary energy source'?
  67. 3(c)6 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Discuss the feasibility of fuel cells replacing gasoline as the fuel for motor vehicles in the Caribbean, referring specifically to the reliability of supply and economic factors.
  68. 3(d)3 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Outline the production and transmission of electricity using the combustion of a fossil fuel.
  69. 4(a)(i)3 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Outline THREE steps the student will have to take to conduct this experiment.
  70. 4(a)(ii)3 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2State THREE precautions the student will have to take to get the most accurate results.
  71. 4(a)(iii)5 marks· CAPE Environmental Science Unit 2 · 2013 · Paper 2Identify which light bulb is more efficient AND clearly explain how the experimental results in Table 2 allow you to reach your conclusion.
  72. 3(b)(i)1 mark· CAPE Environmental Science Unit 2 · 2014 · Paper 2State which type of water heater is cheaper to operate.
  73. 3(b)(ii)1 mark· CAPE Environmental Science Unit 2 · 2014 · Paper 2Calculate the annual savings gained from owning the type of water heater chosen in (b)(i).
  74. 3(b)(iii)6 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Compare the performance of each water heater based on economic and energy conservation issues using the data in Table 2.
  75. 4(a)(i)3 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Identify the units labelled X, Y and Z in Figure 5.
  76. 4(b)(iii)6 marks· CAPE Environmental Science Unit 2 · 2014 · Paper 2Explain how EACH of the following can affect electricity generating demand: economic cost, and government policies.
  77. 3(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2A Caribbean family consumes 7 200 MJ of energy per year on household lighting using incandescent bulbs, of which only 432 MJ is converted into light. State the efficiency of conversion of these bulbs AND state TWO…
  78. 4(a)(i)2 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2State which country generated the MOST electricity by renewable sources in 2010 AND how much electricity was generated.
  79. 4(a)(ii)2 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Identify the TWO LEAST popular renewable energy sources in the Caribbean in 2010 based on Table 2.
  80. 4(a)(iii)6 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Discuss the impact that hydroelectric power generation would have on a Caribbean country.
  81. 4(b)(ii)3 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2List THREE ways to improve energy efficiency.
  82. 4(b)(iii)6 marks· CAPE Environmental Science Unit 2 · 2015 · Paper 2Discuss how the implementation of EACH of the three ways identified in (b)(ii) results in greater energy efficiency.
  83. 4(b)(i)2 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Define the term 'energy conservation'.
  84. 4(b)(ii)4 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Suggest ONE approach to improve energy conservation in a Caribbean country's transportation sector, explain how it works, and assess its suitability for the Caribbean.
  85. 4(c)(i)1 mark· CAPE Environmental Science Unit 2 · 2016 · Paper 2State the aim of this experiment.
  86. 4(c)(ii)4 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Identify the manipulated variable(s), responding variable(s) and control variable(s) in this experiment.
  87. 4(d)6 marks· CAPE Environmental Science Unit 2 · 2016 · Paper 2Evaluate the feasibility of a Caribbean country switching electricity generation from fossil fuel to hydropower.
  88. 3(b)(i)2 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2Distinguish between 'energy conservation' and 'energy efficiency'.
  89. 3(b)(ii)2 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2State TWO energy conservation methods that may be used in the transportation sector.
  90. 4(d)(iii)4 marks· CAPE Environmental Science Unit 2 · 2017 · Paper 2The government of this Caribbean country is considering encouraging the use of electric vehicles as a means of reducing energy spending. Some opponents of the plan say that this will not reduce energy spending, as the…
  91. 3(a)(i)2 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Suggest, with a reason, a suitable alternative method of energy generation for a named Caribbean country.
  92. 3(a)(iii)9 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Discuss THREE reasons why it is suitable to use wind power to generate electricity in the Caribbean.
  93. 3(b)5 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Use the information in Figure 2 to calculate the average wind speed in the Caribbean country in June, July and August.
  94. 4(c)3 marks· CAPE Environmental Science Unit 2 · 2018 · Paper 2Discuss how 'lifestyle practices' OR 'cogeneration' may be used to improve energy efficiency and conservation in the Caribbean country.
  95. 3(b)(ii)6 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Discuss TWO geographical limitations and ONE technological limitation of St Christopher (Kitts) and Nevis diversifying its energy sources away from fossil fuels.
  96. 3(c)4 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Explain, using ONE example for EACH, TWO ways in which government policies may influence the supply and use of energy in the Caribbean.
  97. 4(a)(iii)3 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Explain the relationship between 'electricity demand' and 'peak hourly load'.
  98. 4(b)(i)2 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Define the term 'energy conservation' and state ONE example.
  99. 4(b)(ii)2 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Define the term 'energy efficiency' and state ONE example.
  100. 4(b)(iii)4 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Explain, using TWO examples, how cogeneration may be used to promote energy conservation in buildings.
  101. 5(b)(iv)4 marks· CAPE Environmental Science Unit 2 · 2019 · Paper 2Explain TWO ways in which the pollution problem at coal-burning electrical power plants can be mitigated by technological solutions.
  102. 4(a)3 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2List THREE types of alternative energy sources, other than geothermal energy.
  103. 4(b)5 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2In tropical environments, geothermal energy can be used to cool homes. Explain how this works, by fully annotating the provided diagram (i), (ii), (iii), and (iv).
  104. 4(c)(iii)6 marks· CAPE Environmental Science Unit 2 · 2021 · Paper 2The electricity generation values presented in Table 2 are quite low. TWO factors that affect electricity generation capacity are demand patterns and economic costs. Explain how demand patterns and economic costs may…

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